Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

2012 ◽  
Vol 44 (4) ◽  
pp. 443-466 ◽  
Author(s):  
Charalambos Y. Charalambous ◽  
Heather C. Hill
Keyword(s):  
Teacher Knowledge ◽  
Curriculum Materials ◽  
Complex Relationship ◽  
Quality Of Instruction

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

scholarly journals Does Tenure Security Reduce Disaster Risk? A Comparative Study of the Nairobi Settlements of Kibera and Kawangware

2021 ◽  
Author(s):  
Rónán McDermott ◽  
Pat Gibbons ◽  
Dalmas Ochieng ◽  
Charles Owuor Olungah ◽  
Desire Mpanje
Keyword(s):  
Structural Integrity ◽  
Disaster Risk ◽  
Comparative Case Study ◽  
Complex Relationship ◽  
Tenure Security ◽  
Household Level ◽  
Urban Informal Settlements ◽  
The Relationship

AbstractWhile scholarship suggests that improving tenure security and housing significantly reduces disaster risk at the household level within urban settings, this assertion has not been adequately tested. Tenure security can be conceived as being composed of three interrelated and overlapping forms: tenure security as determined by legal systems; de facto tenure security; and tenure security as perceived by residents. This article traces the relationship between tenure security, the quality of housing, and disaster risk on the basis of a mixed methods comparative case study of the settlements of Kawangware and Kibera in Nairobi. Although the findings suggest that owner-occupancy is associated with the structural integrity of dwellings to a greater extent than tenantship, no association was found between the length of occupancy by households and the structural integrity of the dwelling. Moreover, tenantship is not found to be closely associated with fires and flooding affecting the dwelling as extant scholarship would suggest. Formal ownership is linked with greater investment and upgrading of property with significant implications for disaster risk. Our findings highlight the complex relationship between tenure security and disaster risk in urban informal settlements and provide impetus for further investigation.

scholarly journals Teacher-Student’s Instructional Communication: A Case Study of Students with Attention Deficit Hyperactivity Disorder (SwADHD) in Inclusive Classroom

2021 ◽  
Vol 35 (2) ◽  
Author(s):  
Annisa Nurul Hidayah ◽  
Rasmitadila Rasmitadila ◽  
Teguh Prasetyo
Keyword(s):  
Instructional Communication ◽  
Inclusive Classroom ◽  
Educational Goals ◽  
Quality Of Instruction ◽  
Instructional Process ◽  
Hyperactivity Disorder ◽  
Instructional Evaluation ◽  
Individual Education

The purpose of this study is to explore the types of instructional communication between general teacher (GT) and ADHD students (SwADHD) during activities of the: pre-instructional, instructional process, and instructional evaluation. Data collection was carried out by observation and interviews. The data analysis used was thematic analysis. The results showed that the types of instructional communication between GT and SwADHD were: verbal, non-verbal, and verbal-non-verbal. The three types of instructional communication aim to: improve the socio-emotional relationship between GT and SwADHDs, reduce negative behavior that often appears in SwADHDs in the classroom, and improve quality of instruction; to achieve quality educational goals according to their characteristics and needs. The type of communication used between GT and SwADHDs has a significant impact on teachers in developing individual education programs. These result in a more humane experience for SwADHDs both academically and non-academically.

Methodologies to Determine Class Sizes for Fair Faculty Work Load in Web Courses

2011 ◽  
pp. 2929-2940
Author(s):  
Kathryn M. Zuckweiler ◽  
Marc J. Schniederjans ◽  
Dwayne A. Ball
Keyword(s):  
Class Size ◽  
Department Chairs ◽  
Work Load ◽  
Faculty Work ◽  
Web Based ◽  
Quality Of Instruction ◽  
Web Course ◽  
Course Experience ◽  
Time Away

This paper presents two modeling approaches that can be used to determine student class sizes for instructors who teach Web-based courses. The methodologies act to provide assurance to faculty that they will not have to compromise quality of instruction when teaching a Web course, nor have to sacrifice time away from research or service activities to develop and manage a Web course. These methodologies will also help department chairs plan student class size limitations to achieve “fairness” in asking instructors to adopt and teach Web courses at their universities. The models are applied to actual Web course experience at a university to demonstrate their practicality. Results of the application revealed faculty processing efficiencies that are inherent in offering Web-based courses and efficacy of the modeling approach.

Hybrid and Traditional Course Formats

2011 ◽  
pp. 1012-1018
Author(s):  
Dan Baugher ◽  
Andrew Varanelli ◽  
Ellen Weisbord
Keyword(s):  
Instructional Delivery ◽  
High Tech ◽  
Teaching Tool ◽  
Programmed Instruction ◽  
Quality Of Instruction ◽  
Traditional Course ◽  
Learning Contexts ◽  
Use Of Technology ◽  
The Cost

The use of technology as a teaching tool, for example, self-paced programmed instruction, has a long history. However, developments in “high tech” support have considerably broadened the choice and viability of alternative learning contexts and the question of the value of technology for learning has been argued on both sides. There are those who assert that technology has no influence on learning under any circumstances (Clark, 1983). Rather, it affects only the cost or extent of instructional delivery. It is the quality of instruction itself that impacts learning (Clark, 1994). Others claim that the characteristics and capabilities of various technologies do indeed interact with learners, and that effects vary based on characteristics of both the technology and the learner (Kozma, 1991).

scholarly journals Evaluating the implementation fidelity of a community-based intervention to promote hearing conservation among farm and rural youth

2019 ◽  
Vol 10 (3) ◽  
pp. 734-740 ◽  
Author(s):  
Marjorie McCullagh ◽  
Michael A Cohen ◽  
Madison Koval ◽  
Elizabeth Haberkorn ◽  
Michelle Wood
Keyword(s):  
Fourth Graders ◽  
Implementation Fidelity ◽  
Cost Effective ◽  
Rural Youth ◽  
Conservation Strategies ◽  
High Risk Population ◽  
Hearing Conservation ◽  
Quality Of Instruction ◽  
Community Volunteers

Abstract Noise-induced hearing loss is common among farm and rural youth. There is a lack of programs preparing this high-risk population to use hearing conservation strategies. Safety Days are 1-day workshops that teach 100,000 rural children safe farm practices in 400 sites across the USA annually. As part of a larger study for fourth graders, a hearing conservation lesson was delivered at 25 sites nationwide. However, the fidelity to the study-designed curriculum and quality of instruction was unknown. We examined whether community volunteers are capable of delivering, with adequate fidelity and quality, a planned intervention designed to increase use of hearing conservation strategies among farm and rural youth. We invited instructors (n = 22) to deliver a health lesson to fourth graders and provide lesson recordings. We developed instruments rating (i) fidelity of the teaching to the curriculum and (ii) quality of instruction. Initial instruments were modified based on the review for clarity, relevance, and conceptual fit; inter-rater reliabilities were .90 (content fidelity) and 1.00 (quality of instruction). Of seven recordings reviewed, mean fidelity to the planned curriculum was 1.51 (max score = 2), with nearly four fifths of lesson items fully addressed. Overall mean of rating of quality of instruction was 1.97 (out of 2). Fidelity to both content and quality of instruction was high. Results provide a model and support for use of community volunteers (with no special educational or experiential background) and fidelity testing as cost-effective strategies to provide sustainable programming for hearing conservation among farm and rural youth.

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