The Assessment to Instructional Planning (ATIP) Framework: A Multidimensional, Contextualized Approach to Using Assessment to Plan Instruction

2012 ◽  
pp. 251-291
Author(s):  
Laurie Elish-Piper ◽  
Susan Hinrichs ◽  
Samantha Morley ◽  
Molly Williams
Keyword(s):  
Instructional Planning

scholarly journals Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Alfed Cheruiyot ◽  
Viviline Ngeno ◽  
Joash K. Kibett
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Sample Size ◽  
Science Teachers ◽  
Instructional Planning ◽  
Mixed Method Research ◽  
Quality Performance ◽  
Training Needs Assessment ◽  
Academic Activities ◽  
Correlation Statistics

Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets. Keywords: Planning, Skills, Quality, Performance, Sciences HODs

scholarly journals Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction

1993 ◽  
Vol 11 (1) ◽  
pp. 30 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Teaching Practices ◽  
Second Language Writing ◽  
Pedagogical Knowledge ◽  
Curriculum Planning ◽  
Instructional Planning ◽  
Adult Esl ◽  
Language Writing ◽  
Esl Instruction ◽  
Esl Learners ◽  
Esl Curriculum

How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.

Intervention Instruction in Argumentative Writing

2017 ◽  
Vol 197 (3) ◽  
pp. 4-13
Author(s):  
Maria Pesce Stasaitis
Keyword(s):  
Cognitive Complexity ◽  
Research Study ◽  
Student Writing ◽  
Instructional Planning ◽  
Writing Intervention ◽  
Argumentative Writing ◽  
Qualitative And Quantitative ◽  
Instructional Units ◽  
Teacher Researcher ◽  
Planning Strategies

To investigate instructional planning strategies that impact student improvement in argumentative writing, the teacher-researcher implemented an Integrated Writing intervention in a seventh-grade urban school classroom to impact student writing, student feedback, and teacher reflection. Utilizing a mixed-methods Action Research study, the teacher-researcher collected qualitative and quantitative data during two 4-week instructional units utilizing a blogging site. Two iterations of data were analyzed for the inclusion of cognitive complexity. This study showed the effectiveness of using the Integrated Writing intervention in promoting students’ ability to write effective cognitively complex arguments.

scholarly journals An Analysis Of Women Educators In Higher Education And Their Perceptions Of The Use Of Technology In Improving Teacher Effectiveness: A Study In Instructional Technology

2011 ◽  
Vol 1 (3) ◽  
pp. 19
Author(s):  
Russell Owens ◽  
Barbara Fralinger
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Women Educators ◽  
Teacher Effectiveness ◽  
Computer Technology ◽  
Population Sample ◽  
Instructional Planning ◽  
Validity And Reliability ◽  
Ethical Behaviors ◽  
Use Of Technology

An understanding of the relationships among the integration of computer technology by women educators in higher education and effective teaching could have a significant impact on education. Pennsylvania Universities and Colleges have made their commitment to educational technology and provided support for the implementation of such technology. Currently, we have little empirical evidence to show that the use of computer technology by women educators actually does improve learning. Incumbent upon this commitment to educational technology, women educators have a right to ask if their investment of time and effort in learning how to use and implement the technology will produce significant benefits for their students. This research developed a survey instrument to rank statements and gain an understanding of the perceptions of women in higher education concerning the integration of computer technology and teacher effectiveness. The methods used to develop the instrument involved the analysis of relevant research, construction of appropriate items, identification of the population sample, validity and reliability, and pilot testing. The population under study was limited to two Colleges and one University in Northeastern Pennsylvania during the spring and fall semesters of 2007. The results indicated that the women surveyed felt teacher effectiveness is most strongly associated with the availability of technology tools to collect data for the purposes of instructional planning.  Conversely, participants felt that teacher effectiveness was not strongly associated with lesson sequences that integrate technology resources, implementation of procedures consistent with school policies that protect the privacy of electronic student data, and demonstration of ethical behaviors regarding the use of technology.

Universal Design for Learning

2017 ◽  
pp. 38-59
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
State Standards ◽  
Curriculum Materials ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Unique Position ◽  
Design For Learning

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. While Common Core State Standards can guide educators in what to teach, UDL provides a framework for how to teach. Education technology tools are used extensively within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with many specific applications within elementary teacher education.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

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