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Artykuły w czasopismach na temat „Alternative instructional strategies”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

R. Parker, Kevin, Cynthia Lerouge, and Ken Trimmer. "Alternative Instructional Strategies in an IS Curriculum." Journal of Information Technology Education: Research 4 (2005): 043–60. http://dx.doi.org/10.28945/264.

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Deshler, Donald D., and Jean B. Schumaker. "Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents." Exceptional Children 52, no. 6 (1986): 583–90. http://dx.doi.org/10.1177/001440298605200611.

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As mildly handicapped students move from elementary to secondary school, they are expected to deal with increased curricular demands. The University of Kansas Institute for Research in Learning Disabilities has designed and validated a set of task-specific learning strategies as an instructional alternative for these students. Learning strategies teach students “how to learn” so that they can more effectively cope with increased curriculum expectations.

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Lee, Mary Y., Rita Benn, Leslie Wimsatt, et al. "Integrating Complementary and Alternative Medicine Instruction into Health Professions Education: Organizational and Instructional Strategies." Academic Medicine 82, no. 10 (2007): 939–45. http://dx.doi.org/10.1097/acm.0b013e318149ebf8.

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Johnston, Susan S. "Addressing AAC Knowledge and Skill Barriers in Rural Communities: Strategies for Success." Rural Special Education Quarterly 43, no. 2 (2024): 91–103. http://dx.doi.org/10.1177/87568705241250361.

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Professionals and communication partners report experiencing challenges with regard to developing the knowledge and skills needed to support individuals with complex communication needs who use augmentative and alternative communication (AAC). These challenges can be exacerbated in rural and remote areas where access to resources and training may be limited. This practitioner-focused article provides evidence-based strategies for addressing the knowledge and skill needs experienced by professionals and communication partners in rural communities, including strategies for (a) identifying AAC kn

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Edmunds, Julie A. "Using Alternative Lenses to Examine Effective Teachers’ Use of Technology with Low-Performing Students." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (2008): 195–217. http://dx.doi.org/10.1177/016146810811000106.

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Background Much of the literature on the use of technology with low-performing students can be seen as contradictory and limited, primarily because it examines technology use through a single lens: the technology itself. Purpose This study used two lenses—teachers’ instructional practices and the research on effective technology use—to examine the use of technology by effective teachers. Population Short interviews were conducted with 20 teachers (in 13 elementary schools) nominated by their principals as effective at improving the achievement of their low-performing students and as considerin

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Sharma, B. Umeshkumar. "The Role of Co-Teaching in Enhancing Instructional Strategies in Inclusive Classrooms." International Journal of Research and Scientific Innovation XII, no. V (2025): 1248–53. https://doi.org/10.51244/ijrsi.2025.120500120.

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Co-teaching is an essential collaborative instructional strategy that addresses diverse learning needs in inclusive classrooms. This paper explores how co-teaching enhances instructional strategies through the integration of differentiated instruction (DI), adaptive learning, and Universal Design for Learning (UDL). Drawing from Sharma’s (2024a, 2024b, 2024c) research, the paper highlights evidence-based practices and their impact on student achievement, engagement, and equity. Co-teaching models like Station Teaching, Parallel Teaching, and Alternative Teaching are examined for their alignmen

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Talikan, Allen I. "Exploring Instructional Competencies of Mindanao State University-Sulu Teachers in The Age of COVID-19 Pandemic." Open Access Indonesia Journal of Social Sciences 4, no. 2 (2021): 294–311. http://dx.doi.org/10.37275/oaijss.v4i2.54.

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This study investigated the instructional competencies of teachers in Mindanao State University-Sulu in the transition to alternative learning delivery methods in the age of COVID-19 pandemic. The descriptive survey method was used in this study. The researcher used two sets of standardized questionnaires to obtain the necessary data including the respondents’ profiles. The profile of the teacher-respondents was determined using frequency count and percentage. Mean was used to analyze research questions. T-test for independent samples and analysis of variance were used to test the stated

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Estipona, Kayla Aira Villalon, Mary Gail C. Gonzales, Jaliha S. Jumaarin, et al. "Teaching from the Remote: Investigating Teachers’ Educational Presence and Instructional Experiences in Using Alternative Learning Modalities." Journal of Health Research and Society 4, no. 1 (2025): 26–40. https://doi.org/10.34002/jhrs.v4i1.108.

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The COVID-19 pandemic in the Philippines brought about a significant challenge to the traditional learning mode among AP teachers due to their reliance on conventional teaching methods, necessitating a rapid shift and implementation of alternative learning modalities. This study, conducted through a qualitative approach, investigates teachers' educational presence and instructional experiences using alternative learning modalities in remote learning. It employed a thematic analysis of data gathered from nine semi-structured interviews, exploring understanding of teachers' educational presence

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Jay Bonk, Curtis, and G. Stevenson Smith. "Alternative instructional strategies for creative and critical thinking in the accounting curriculum." Journal of Accounting Education 16, no. 2 (1998): 261–93. http://dx.doi.org/10.1016/s0748-5751(98)00012-8.

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Steinberg, Esther R., A. B. Baskin, and Elfriede Hofer. "Organizational/Memory Tools: A Technique for Improving Problem Solving Skills." Journal of Educational Computing Research 2, no. 2 (1986): 169–87. http://dx.doi.org/10.2190/qnf3-nm3v-frte-17b3.

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This study investigated an alternative to traditional computer-based instruction in problem solving. The computer presented an organizational/memory tool as an aid to a student's own strategies rather than direct instruction in specific strategies. Our goals were: 1) to determine whether students would use the tool and 2) whether and how locus of control would affect use of the tool and problem-solving performance. Our four experimental conditions varied in the locus of control of the tool and in the availability of informational feedback, from total computer control with feedback to total lea

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Ragland, Rachel G. "Preparing Secondary History Teachers: Implementing Authentic Instructional Strategies during Pre-service Experiences." Social Studies Research and Practice 9, no. 2 (2014): 48–67. http://dx.doi.org/10.1108/ssrp-02-2014-b0004.

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An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of pre-service teacher preparation for social studies teachers. Cohorts of candidates participated in a five-year project while enrolled in a discipline-specific capstone senior methods course and subsequent student teaching experiences. Candidates were surveyed and interviewed concerning their use of, and feelings about, twelve instructional strategies developed with a focus on authentic history pedagogy. Surveys were administered th

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Vishwakarma, Bibhakar, and Dazy Zarabi. "Effect of Computer Assisted Instructions on Developing Functional Maths Skills Among Children with Intellectual Disability at Secondary Level." International Journal of Research and Review 10, no. 12 (2023): 305–11. http://dx.doi.org/10.52403/ijrr.20231233.

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Number plays a significant role in our day to day lives. Functional math skills are those skills that an individual need to know in order to live independent in society, to care for themselves, and to make choices about their lives. Teaching math to students with intellectual disability includes learning through concrete experiences and the application of learned skills moreover alternative instructional strategies are crucial for meeting the learning needs of these students. Instructional material and strategies through computer assisted instructions have been found to aid academic achievemen

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Carmical, Mandee, and Louis S. Nadelson. "Innovation and Teaching: Barriers and Opportunities." Education, Language and Sociology Research 6, no. 1 (2025): p52. https://doi.org/10.22158/elsr.v6n1p52.

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This study explores the role of professional learning communities (PLCs) in mitigating barriers to innovative instruction. Using a cross-sectional survey with selected and open-response items, data were collected from educators participating in either a cohort-based immersive PLC training or a regional network train-the-trainer model. Both groups agreed on the definition and implementation of innovative instructional strategies. External barriers identified include limited resources and students’ resistance to alternative learning methods, which may reflect internal barriers such as reduced te

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Jung, Jinhong, and Todd A. Gilson. "Online Threaded Discussion: Benefits, Issues, and Strategies." Kinesiology Review 3, no. 4 (2014): 241–46. http://dx.doi.org/10.1123/kr.2014-0062.

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The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In partic

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Masrul, Masrul, and Sri Yuliani. "Interpreting collaborative reasoning and instructional strategies in argumentative writing." Journal of English Language Teaching and Learning (JETLE) 5, no. 1 (2023): 84–93. http://dx.doi.org/10.18860/jetle.v5i1.24024.

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This experimental study combined collaborative reasoning and instructional strategies as an alternative in argumentative writing. This is important to determine the extent to which the combination of these approaches can enhance students' writing skills. Collaborative reasoning is an approach in learning where students collaborate to formulate thoughts or solutions to a problem. Meanwhile, instructional strategies refer to the approaches and methods used by teachers to guide students in understanding and developing argumentative writing skills. The study took place at SMAN 1 Bangkinang Kota, R

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Oluwafemi Motunrayo Dairo, Chioma Angela Okonkwo, and Christiana Uchechukwu Orakwe. "A review of primary school teachers' insight into traditional instruction and activity-based learning in mathematics education." International Journal of Applied Research in Social Sciences 6, no. 11 (2024): 2778–90. http://dx.doi.org/10.51594/ijarss.v6i11.1725.

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This review paper explores primary school teachers' perceptions of two distinct instructional approaches in mathematics education: traditional instruction and activity-based learning (ABL). While traditional instruction is valued for its structured and efficient approach to foundational skill-building, it can sometimes result in student disengagement due to its emphasis on memorization and repetitive tasks. In contrast, teachers perceive ABL as fostering deeper understanding, engagement, and critical thinking by providing hands-on, interactive learning experiences. However, ABL requires more p

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Jackson, Nykela, and Rachelle Miller. "Teacher Candidates’ Sense of Self-Efficacy Toward Classroom Management." Journal of Education 200, no. 3 (2019): 153–63. http://dx.doi.org/10.1177/0022057419881169.

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The authors examined differences in self-efficacy regarding classroom management practices between alternative teacher candidates (alternative certification [AC]) and traditional teacher candidates (traditional certification [TC]) at one university. The Teachers’ Sense of Efficacy Scale was used as the pre-/post-instrument in a course on classroom management. Quantitative data indicated nonsignificant mean scores for engagement, instructional strategies, and classroom management. Classroom management tools, change in dispositions, and instructional strategies were identified as qualitative the

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Ma., Christina B. Britania, and Nathalie Ann A. Acosta Dr. "Exploring The Impact of Metacognitive Awareness Instruction on Secondary Students' Reading Comprehension Proficiency." International Journal of Social Science and Human Research 07, no. 12 (2024): 9534–42. https://doi.org/10.5281/zenodo.14580934.

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This study investigates the efficacy of metacognitive awareness instruction on enhancing reading comprehension proficiency among secondary students. A quasi-experimental design was employed, involving Grade 10 students located one of the country side schools in Samar. The experimental group (n=20) received metacognitive instruction, while the control group (n=20) did not. Pretest-posttest measurements assessed baseline and post-intervention reading comprehension levels. Data collection utilized standardized questionnaires on reading habits and the Metacognitive Awareness Reading Strategy Inven

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Smith, Philip J., Karen Feigh, Nadine Sarter, and David Woods. "Online Instruction for Cognitive Systems Engineering: Lessons Learned and Opportunities to Pursue." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (2021): 551–55. http://dx.doi.org/10.1177/1071181321651027.

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One of the impacts of the pandemic has been a rapid increase in the development and offering of online courses focused on cognitive systems engineering. This presents opportunities to: ● Identify and share alternative instructional design strategies and more specific instructional tactics tailored to the online environment and learn from each others’ experiences. ● Discuss how lessons learned from the design and offering of online courses can not only inform future offerings of online courses but also generalize to in-person courses. ● Identify the opportunities created by online instruction t

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Burns, Clare D., Gisele J. Moss, and Jimmy D. Moss. "Instructional Case: Java & Holes." Journal of Business Case Studies (JBCS) 5, no. 3 (2011): 27. http://dx.doi.org/10.19030/jbcs.v5i3.4704.

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The primary subject matter of this case concerns a review of earnings per share, ratio analysis, and cost of capital concepts. A secondary issue includes evaluation of alternative strategies within the constraints of debt covenants. The case was designed to use as a review of financial accounting concepts in a MBA managerial accounting course. However, the case has a difficulty level appropriate for seniors or first or second year graduate students. The case is designed as a review and should be completed entirely outside of class. Depending on financial background, students will require appro

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Tosho, Abdulrauf, Ariffin Abdul Mutalib, and Sobihatun Nur Abdul-Salam. "Conceptual Design Model of Instructional Interfaces." International Journal of Distance Education Technologies 14, no. 4 (2016): 68–82. http://dx.doi.org/10.4018/ijdet.2016100106.

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This paper describes an ongoing study related to a conceptual design model, which is specific to instructional interface design to enhance courseware usage. It was found that most of the existing courseware applications focus on the needs of certain target with most of the courseware offer too little to inclusive learners. In addition, the use of structure, layout, and navigation to improve the courseware instructional interfaces as part of usability strategies was also problematic for developers. Thus, this study aims at creating an alternative instructional interface as part of usability str

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Santiago-Rosario, María Reina, Sara Izzard, Alexandra Newson, Tony Daza, and Rhonda N. T. Nese. "Student Experiences with the Instructional Skill-building Learning Approach: An Alternative to Exclusion." Adolescents 5, no. 2 (2025): 19. https://doi.org/10.3390/adolescents5020019.

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Exclusionary discipline harms students, schools, and society at large. Students’ perceptions of prevention and countermeasures to this harm are imperative to improving equity in school discipline. This study examined eighth-grade students’ experiences in their middle school environments during implementation of the inclusive skill-building learning approach (ISLA). As part of ISLA implementation, school staff are supported in implementing preventative strategies and instructional responses in the face of behavior challenges. To inform future implementation efforts in these contexts, this paper

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Mohammad, Suzan Salih, Shamala Paramasivam, Ramiza Darmi, and Normala Ibrahim. "Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 11 (2022): e001893. http://dx.doi.org/10.47405/mjssh.v7i11.1893.

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Bedside teaching is an effective and commonly used teaching method in medical education. However, few studies have analyzed the language and instructional strategies used during real-life interactions in bedside teaching sessions. Past research investigated the effectiveness of bedside teaching methods from medical instructors’ and students’ perspectives and the influences of the relationships between instructors and students on the success of this teaching method. This study sheds light on the discourse of bedside teaching in Iraqi hospitals from a linguistic perspective. The data were collec

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Haley, Marjorie Hall. "Learner-Centered Instruction and the Theory of Multiple Intelligences with Second Language Learners." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (2004): 163–80. http://dx.doi.org/10.1177/016146810410600115.

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In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), the purpose of this second teacher action research study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners. My premise was that given what we know about the educational needs of second language learners, all teachers must be better equipped to widen their pedagogical repertoire to accommodate linguistically, culturally, and cognitively diverse student

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Goldreich, Tania. "English Vocabulary Acquisition for Efl Students with Learning Disabilities in Israel- A Review of Instructional Strategies for Teachers." Educatia 21, no. 25 (November 30, 2023): 161–66. http://dx.doi.org/10.24193/ed21.2023.25.17.

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This article is about English Vocabulary Acquisition for EFL Students with learning disabilities- LD- in Israel - A Review of Instructional Strategies for Teachers. In this paper I present a review of Instructional Strategies for Teachers who teach English as a Foreign language. I write about several strategies that are geared toward a successful process of vocabulary acquisition. Most of the former theories link vocabulary acquisition to the reading process. When it comes to EFL LD students’ reading capabilities, even on a very basic scale, it can impose a severe obstacle. In my study, many o

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Solodka, Anzhelika, Svitlana Zaskaleta, Tetiana Moroz, and Olha Demianenko. "Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine." Arab World English Journal, no. 1 (April 15, 2021): 21–36. http://dx.doi.org/10.24093/awej/covid.2.

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Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal – the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Ph

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Hamdan, Norhaiza, Juliana Othman, and Yueh Yea Lo. "ENHANCING ESL NOVICE TEACHERS’ PROFESSIONAL DEVELOPMENT: ROLES OF PEERS IN OBSERVATIONAL LEARNING THROUGH PEER MENTORING." LLT Journal: A Journal on Language and Language Teaching 27, no. 2 (2024): 866–77. http://dx.doi.org/10.24071/llt.v27i2.8411.

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The transition from pre-service training to real-world classrooms can be daunting for novice English as a Second Language (ESL) teachers. A qualitative multiple-case study approach was employed to determine the impact of peer mentoring on ESL teachers’ professional development through mutual classroom observations. Specifically, peer mentors’ guidance on novice ESL teachers in developing effective instructions was appraised by applying Lortie’s (1975) apprenticeship of observation. The data were collected through interviews with three novice ESL teachers from public primary schools who partici

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Fallon, Karen A., Janice Light, David McNaughton, Kathryn Drager, and Carol Hammer. "The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication." Journal of Speech, Language, and Hearing Research 47, no. 6 (2004): 1424–39. http://dx.doi.org/10.1044/1092-4388(2004/106).

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Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corre

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Joung, Eunmi, Cheng-Yao Lin, and YoungRae Kim. "Preservice Teachers' Understanding of Decimals using Standard Algorithm and Alternative Strategies." International Journal for Mathematics Teaching and Learning 22, no. 1 (2021): 66–85. http://dx.doi.org/10.4256/ijmtl.v22i1.329.

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The purpose of this study is to explore preservice teachers’ (PTs’) ability to implement multiple strategies using standard algorithms and alternative strategies and to investigate their conceptual knowledge of decimal operations. There were 37 PTs who participated in this study, all of whom attended a mathematics course in the K-8 Teacher Education Program at a mid-western university. These participants were asked to solve the Decimal Knowledge Test (DKT) in multiple ways. A qualitative approach was used to analyze PTs’ responses to the problems on the DKT. The results indicated that using st

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Casingal, Cyrus. "Competencies and Professional Development Needs of Philippine Alternative Learning System (ALS) Teachers: Strategies, Challenges, and Learning Facilitation Insights." Southeast Asian Journal of Agriculture and Allied Sciences 5, no. 1 (2025): 1–20. https://doi.org/10.63943/sajaas.vol5iss1art64pp1-20.

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The Alternative Learning System (ALS) of the Philippines is essential for the provision of educational opportunities to adults and adolescents who are not enrolled in school. This study assessed ALS teachers' competencies and professional development needs in Makati City's Schools Division Office, examining their teaching strategies, challenges, and engagement methods. Using a mixed-methods approach, the study surveyed 53 ALS teachers through Google Forms to gather data on self-perceived competencies and professional development needs. Results revealed that while teachers rated their competenc

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Elawati, Susila, Hartini Hartini, and Beni Azwar. "STRATEGI SUPERVISI LAYANAN BIMBINGAN DAN KONSELING BERBASIS INTEGRATED INSTRUCTIONAL STRATEGY DI ERA DIGITAL." MUHAFADZAH 3, no. 1 (2023): 40–51. http://dx.doi.org/10.53888/muhafadzah.v3i1.576.

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This article aims to discuss the supervision strategy of guidance and counseling services based on integrated instructional strategy. Namely the BK service supervision strategy which consists of a set defined by each component, which helps ensure it is embedded in the design and instructions. This strategy can also be an alternative for BK teachers to improve their professionalism in facing challenges in today's digital era. This strategy consists of four main components, namely Real World Connection, Critical Thinking, Public Service, Autonomy. These four components are the main components th

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Elawati, Susila, Hartini Hartini, and Beni Azwar. "STRATEGI SUPERVISI LAYANAN BIMBINGAN DAN KONSELING BERBASIS INTEGRATED INSTRUCTIONAL STRATEGY DI ERA DIGITAL." MUHAFADZAH 3, no. 1 (2023): 40–52. http://dx.doi.org/10.53888/muhafadzah.v3i1.598.

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This article aims to discuss the supervision strategy of guidance and counseling services based on integrated instructional strategy. Namely the BK service supervision strategy which consists of a set defined by each component, which helps ensure it is embedded in the design and instructions. This strategy can also be an alternative for BK teachers to improve their professionalism in facing challenges in today's digital era. This strategy consists of four main components, namely Real World Connection, Critical Thinking, Public Service, Autonomy. These four components are the main components th

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Doss, Will, and John Rayfield. "Describing Instructional Method Use for Early, Middle, and Late Career Stage School-based Agricultural Education Teachers." Journal of Agricultural Education 65, no. 2 (2024): 346–60. https://doi.org/10.5032/jae.v65i2.90.

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Instructional methods are the cornerstone of all teaching and learning strategies. This study explored instructional method use by early, middle, and later career agricultural education teachers. One-hundred nine teachers responded to an online questionnaire. These teachers were evenly split in terms of gender and more than three to one were traditionally certified versus alternatively certified. Cooperative learning, demonstration, and lecture were reported as the most frequently used instructional methods across the career stages. Demonstration, discussion, and lecture were the instructional

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JiMei, Gao, Mad Noor Madjapuni, and Tan Choon Keong. "The Influence of Teaching Presence on Students Satisfaction toward MOOC Based Flipped Classroom." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 3 (2024): e002738. http://dx.doi.org/10.47405/mjssh.v9i3.2738.

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Student satisfaction plays a crucial role in ensuring effective flipped learning. This study designed a flipped "Fundamentals of Computer Application (FCA)" course based on Chaoxing MOOC platform and investigated 442 students' satisfaction with the model and the relationship between teaching presence and students satisfaction. The results showed that student satisfaction with the model was high (M = 19.37, SD = 2.694, total 129 in the affective coding, of which 79 were positive and only 2 were negative), and that the three dimensions of Teaching Presence(TP), Instructional Design and Organizat

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Alfaridzi, Budi Ahmad, Chamim Thohari Mahfudillah, Rossy Yatus Sangadah, and Achmad Ipnu Taqiuddin. "The Metaverse Media Analysis In A Future Of Instructional Strategy." AL-WIJDÃN Journal of Islamic Education Studies 8, no. 2 (2023): 321–34. http://dx.doi.org/10.58788/alwijdn.v8i2.2415.

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Along with the development of the technology and information age, new technology has emerged in the form of AR (Augment Reality) and VR (Virtual Reality), namely 3D digital technology that exists in the Metaverse, so that from this growth era this can affect the world of economics, politics, and education. Thus, Metaverse is proven to be effective and efficient in future learning strategies. besides that, Metavres is an alternative, especially in the world of economics, politics, and education. So with this in mind, in the case study educational researchers have a purpose and are curious about

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Kumar, Muthu. "Constructivist Epistemology in Action." Journal of Educational Thought / Revue de la Pensée Educative 40, no. 3 (2018): 247–62. http://dx.doi.org/10.55016/ojs/jet.v40i3.52544.

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In alignment with the challenges of knowledge-based economies of today, teachers are compelled to constantly revise traditional notions of learning in order to motivate students to find delight in the active creation, exploration, and discovery of disciplinary knowledge. In examining innovative philosophies of education, constructivism stands out as one much heralded alternative that has been widely promoted in recent times in attempts at moving away from old ways of instruction and their attendant limitations. By empowering learners to be self-directed, in theory, a learning model underpinned

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Miles, Karen Hawley, and Linda Darling-Hammond. "Rethinking the Allocation of Teaching Resources: Some Lessons From High-Performing Schools." Educational Evaluation and Policy Analysis 20, no. 1 (1998): 9–29. http://dx.doi.org/10.3102/01623737020001009.

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Although a great deal of debate surrounds the level and allocation of resources to public schools, very little research addresses how schools might organize teaching resources more effectively at the school level. This article describes case studies of five high-performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying instructional resources in order to provide concrete alternatives to traditional organization of teachers and to quantify objectively the ways in which these schools use resources differently

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E. Tambis, Donnel Jay, Danilo V. Panis Jr, and Kyle Vincent D. Mocorro. "Assessment of Reading Comprehension Skills of Senior High School ALS Learners: Basis for School Reading Progress Program." International Journal of Research and Review 10, no. 7 (2023): 41–52. http://dx.doi.org/10.52403/ijrr.20230708.

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The general purpose of this study was to assess the reading comprehension skills of the Biliran National Agricultural High School Senior High School Alternative Learning System (ALS) learners, specifically Grade 11. This study utilized a descriptive research design and employed purposive sampling to gather 40 respondents. In assessing the word reading level and comprehension level of the ALS Learners, the Philippine-Informal Reading Inventory (Phil-IRI) Manual Tool was the foundation for this investigation, provided by the Department of Education. Furthermore, after the assessment of reading l

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El Ouahabi, Fatima Zahra, Rachid Drissi El Bouzaidi, Abdellah Chaiba, Lahbib Hamdaoui, and Mohamed Erragragui. "Effective Teaching Strategies for Multilevel Classes: A Focus on Alternating Instructional Modes." Journal of Curriculum and Teaching 13, no. 2 (2024): 22. http://dx.doi.org/10.5430/jct.v13n2p22.

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This paper explores a teaching strategy in multilevel classes (MLCs) to tackle learning time loss and teacher strain. Focused on Moroccan primary education, the strategy involves alternating traditional and virtual teaching methods. Expanding previous research, this work 3rd year primary Arabic language and 4th year primary Islamic Education double-level classing. Using NetSupport School software, lessons were conducted with real and virtual teachers’ presences, analyzing impacts on lesson duration, teacher effort, and learners’ time on task. Results demonstrate the strategy significantly incr

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Adu-Gyamfi, Kenneth, and Joseph Ghartey Ampiah. "Students’ Alternative Conceptions Associated With Application of Redox Reactions in Everyday Life." Asian Education Studies 4, no. 1 (2019): 29. http://dx.doi.org/10.20849/aes.v4i1.590.

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The study explored chemistry students’ alternative conceptions associated with application of the processes of oxidation and reduction in real life context. As part of a design-based research approach, a case-study design was followed. Purposive and convenient sampling procedures were employed to select 213 senior high school students to respond to a diagnostic test. Data obtained were analysed using item difficult index, percentages, and themes. The results showed that alternative conceptions existed as preconceived notions, conceptual misunderstanding, and factual misconceptions. It is recom

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Samuels, Amy J., and Gregory L. Samuels. "Using Norman Rockwell Paintings as a Window to the Black Experience." Social Studies Research and Practice 9, no. 1 (2014): 129–45. http://dx.doi.org/10.1108/ssrp-01-2014-b0007.

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This article explores engaging student learning concerning the Black Experience during the Civil Rights Era through the analysis of Norman Rockwell paintings. Focusing on pedagogy and content, the article highlights an instructional framework to encourage an inclusive view of American History while appealing to a variety of learners. After emphasizing the importance of providing a balanced, representative view of American history that weaves the experiences of marginalized groups throughout the historical fabric, we highlight the highlight the instructional benefits of facilitating arts-based

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Keller, Lena, Kai S. Cortina, Katharina Müller, and Kevin F. Miller. "Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking." Instructional Science 50, no. 2 (2021): 251–72. http://dx.doi.org/10.1007/s11251-021-09570-5.

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Abstract Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watch

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Forman, Ellice A. "Peer Relationships of Learning Disabled Children: A Contextualist Perspective." Learning Disabilities Research & Practice 2, no. 2_part_2 (1987): 80–90. https://doi.org/10.1177/093889828700202a04.

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Recent research findings indicate that many learning disabled (LD) children are held in low esteem by their normally achieving (NA) peers. Research also suggests that poor peer relations in childhood predict maladjustment in adulthood. These findings demonstrate the need for instructional strategies to help isolated or rejected children relate to others. Most current approaches to diagnosis and remediation focus on the social deficits of the LD child. Asin academic Instruction, children are explicitly taught social knowledge or skills thought necessary for peer relations by teachers. An altern

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Lynch, Yvonne, Muireann McCleary, and Martine Smith. "Instructional strategies used in direct AAC interventions with children to support graphic symbol learning: A systematic review." Child Language Teaching and Therapy 34, no. 1 (2018): 23–36. http://dx.doi.org/10.1177/0265659018755524.

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Augmentative and alternative communication (AAC) refers to a wide range of aided and unaided modes that are employed with a diverse group of people to support a range of language and communication outcomes. Children whose comprehension of spoken language greatly exceeds their ability to express themselves within that modality can be described as expressive users of AAC. Interventions are important in promoting language acquisition and the expressive use of graphic symbols. Instructional strategies employed within interventions have an important impact on treatment effectiveness. A systematic r

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

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

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Abrego, Michelle, Bobbette M. Morgan, and Chuey Abrego. "Creating Win-Win Partnerships And Adding Relevance To Educator Preparation." Contemporary Issues in Education Research (CIER) 2, no. 2 (2011): 51. http://dx.doi.org/10.19030/cier.v2i2.1097.

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The authors describe a partnership between two departments, in a school of education that involves educational leadership and curriculum and instruction graduate students sharing their expertise of teaching and learning with student teachers and alternatively certified teacher interns. This project provides graduate students with active participation in delivering workshops to adult learners. The beginning teachers are the participants. Beginning teachers benefit from gaining hands-on experience and research-based instructional strategies to use in their classrooms. Researchers found this acti

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Stork, Steve, and Stephen W. Sanders. "Why Can’t Students Just Do as They’re Told?! An Exploration of Incorrect Responses." Journal of Teaching in Physical Education 21, no. 2 (2002): 208–28. http://dx.doi.org/10.1123/jtpe.21.2.208.

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A major emphasis in teacher preparation is class management. Management strategies focus primarily on student compliance with teacher directives. Therefore, discrepant student responses are often interpreted as being off-task or misbehavior. This study investigated alternative explanations for “incorrect” responses. One 2nd-grade class, one 4th-grade class, and their teacher were observed for 6 weeks. Students and the teacher were interviewed. Qualitative analysis uncovered three major themes related to student responses to teacher directives during physical education instruction: (a) Children

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Xoshimova, Diyora Azamjon qizi. "INTEGRATING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN LOW-RESOURCE CLASSROOMS." GOLDEN BRAIN 3, no. 10 (2025): 173–78. https://doi.org/10.5281/zenodo.15515401.

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<em>This exploratory action research examines how mobile phones can be used to support vocabulary learning in low-resource English as a Foreign Language (EFL) classrooms in rural Uzbekistan. In environments where access to computers, internet connectivity, and instructional technology is limited, mobile devices offer a promising, cost-effective alternative. The study investigates current patterns of mobile phone use for English learning outside class, and implements simple Mobile-Assisted Language Learning (MALL) strategies—such as vocabulary games, audio recordings, and SMS tasks—

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Mumin, Nurhamiza, and Rini Suryati Sulong. "Instructional Support, Peer Support, Technical Support, and E-learning Experience: The Mediating Effect of Learning Motivation." Malaysian Journal of Social Sciences and Humanities (MJSSH) 8, no. 12 (2023): e002619. http://dx.doi.org/10.47405/mjssh.v8i12.2619.

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A series of total lockdowns due to the latest pandemic has changed the entire landscape of the education system worldwide. Online learning became the lifeline to ensure the continuity of teaching and learning amid and beyond the pandemic. It plays a vital role in addition to the existing educational setting. This study aims to investigate the relationship between instructional support, peer support, technical support, and e-learning experience. The mediating effect of learning motivation on instructional, peer, and technical support was also examined. The data was collected from 191 respondent

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Amos, Olusola OGUNJOBI (Ph.D.), and Busayo OJOBOLA (Ph.D.) Folasade. "Effects of Interactive-Engagement and Analogy-Enhanced Strategies On Students' Anxiety in Chemistry in Ekiti State Secondary Schools." Euro Global Contemporary Studies Journal (EGCSJ) 1, no. 1 (2021): 14–26. https://doi.org/10.5281/zenodo.5035476.

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The study determined the effects of interactive-engagement and analogy-enhanced instructional strategies on students’ anxiety in Chemistry in Ekiti State secondary schools. The research design used was quasi-experimental design that employed pre-test, post-test and control group design. The sample for the study consisted of all the 198 SSSII students offering Chemistry in intact classes of the six secondary schools selected for the study. The selection was done through multistage sampling procedure. Chemistry Students’ Anxiety Rating Scale (CSARS) was used for data collection while

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