An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale

2021 ◽  
Vol 1 (1) ◽  
pp. 77-110 ◽  
Author(s):  
Paul Cobb ◽  
Kara Jackson
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
Large Scale ◽  
Instructional Improvement ◽  
Urban School Districts ◽  
Instructional Materials ◽  
Student Assessments ◽  
The Us ◽  
Knowledge Perspective

Abstract Research on the teaching and learning of mathematics has made significant progress in recent years. However, this work has had only limited impact on classroom instruction in many countries. We report on an eight-year project in which we partnered with several large urban school districts in the US that were attempting to support mathematics teachers’ development of ambitious, inquiry-oriented instructional practices. These partnerships provided contexts in which we could iteratively test and revise conjectures about instructional improvement strategies intended to support teachers’ and others’ learning. The product of this work is a theory of action for instructional improvement at scale that spans from the classroom to school system instructional leadership. We present project findings as they relate to key elements of the theory including: teachers’ knowledge, perspective and practices; instructional materials and student assessments; participatory supports for teachers’ learning; and additional supports for currently struggling students.

Review of Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office

2019 ◽  
Vol 50 (4) ◽  
pp. 464-467
Author(s):  
Evthokia Stephanie Saclarides ◽  
Kristin E. Harbour
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
Large Scale ◽  
Instructional Improvement ◽  
Development Project ◽  
Institutional Setting ◽  
Broad Perspective ◽  
District Office ◽  
Annual Cycles ◽  
Improvement Strategies

In Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office, Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, and their colleagues showcase a long-term professional development project titled Middle School Mathematics and the Institutional Setting of Teaching (MIST). The MIST Project included an extensive team of researchers who engaged in a Research-Practice Partnership with teachers, instructional leaders, and administrators from four urban school districts for multiple years (two districts for 4 years and two districts for 8 years). The overarching purpose of this project, based on mutual goals of the school districts and the research team, was to “take a broad perspective that spans from the classroom to the district central office” (p. 3) to understand how to most effectively “support teachers’ development of ambitious and equitable instructional practices” (p. 2). More specifically, the MIST team had two types of goals: pragmatic and research. Their pragmatic goal was to assist the four partner school districts with their instructional improvement objectives by engaging in annual cycles of data collection, analysis, and feedback to help district leaders understand the extent to which the district's instructional improvement strategies were being implemented as intended and to make recommendations for revising the improvement strategies. Their research goal was to identify effective improvement strategies that districts can implement to improve mathematics teaching and learning on a large scale.

scholarly journals Improving the Quality of English Language Teaching And Learning

2020 ◽  
Vol 2 (2) ◽  
pp. 49-54
Author(s):  
Sugiono Sugiono
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Learning Needs ◽  
Literature Study ◽  
Language Teaching And Learning

This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being inline with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being in line with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand, but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.

scholarly journals Using Twitter to better understand online patient experience sentiments in the US (Preprint)

2018 ◽  
Author(s):  
Kara Sewalk ◽  
Gaurav Tuli ◽  
Yulin Hswen ◽  
John S Brownstein ◽  
Jared B Hawkins
Keyword(s):  
Patient Experience ◽  
Large Scale ◽  
Survey Methods ◽  
National Level ◽  
Online Data ◽  
Policy Makers ◽  
Patient Views ◽  
The Us

BACKGROUND Traditional large-scale assessments of patient care in the US have difficulty in representing all aspects of health, beyond hospital care. There are documented differences in access to healthcare across the US. It is important to understand disparities in healthcare to better inform policy makers and healthcare administrations to improve quality of care provided. Previous research indicates online data is available from Twitter about patient experiences and opinions of their healthcare. Understanding patient views through sentiment analyses of Twitter data can be used to supplement traditional feedback surveys. OBJECTIVE We aim to provide a characterization of patient experience sentiments across the US on Twitter over a four year period. METHODS We developed a set of software components to auto-label and examine the patient experience Twitter dataset. The set includes: (I) a classifier to determine patient experience tweets, (II) a geolocation inference engine for social data, (III) a modified version of a sentiment classifier from the literature, and (IV) another engine to determine if the tweet is from a metro or non-metro area. RESULTS Of the 27.3 million tweets collected between February 2013 and February 2017 using a set of patient experience related keywords, the classifier was able to identify 2,779,555 tweets that were labeled as patient experience. After running the patient experience tweets through the geolocation classifier, we identified 876,384 tweets by approximate location to use for spatial analyses. At the national level, we observed 27.7% of positive, 36.3% neutral, 36% of negative Patient Experience tweets. Overall, the average sentiment polarity shifted towards less negative every year across all the regions in the country. The patient experience tweet rate also decreased across all the states over the four year study period. We also observed the sentiment of tweets to have a lower negative fraction during daytime hours, whereas the sentiment of tweets posted between 8pm and 10am tend to have a higher negative fraction. Additionally, tweet sentiment varied by region and by metro vs. non-metro analyses. CONCLUSIONS This study presents methodologies for a deeper understanding of online discussion related to patient experience across space and time, and demonstrates how Twitter can provide a unique and unsolicited perspective from users, which may not be captured from traditional survey methods for understanding patient views.

scholarly journals Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives

2022 ◽  
Vol 9 (1) ◽  
pp. 278-298
Author(s):  
Thusha Devi Rajendra ◽  
Surinderpal Kaur
Keyword(s):  
Teaching And Learning ◽  
Text Structure ◽  
Instructional Materials ◽  
Narrative Writing ◽  
Narrative Texts ◽  
Multimodal Texts ◽  
Effective Learning ◽  
Writing Assignment ◽  
Assessment Format

The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generate ideas for their writing. The narratives also fulfilled the criteria of text structure, ideas, character and setting, and vocabulary as stated in the Analytical Rubric for Narrative Marking. Therefore, the respondents were able to write narratives. However, the utilisation of picture stimulus only helped to generate ideas to a certain extent. The quality of narrative writing was also further improved through feedback provided during the teaching and learning sessions. The findings also revealed that the respondents were able to achieve the ‘can do’ statement as stated in the CEFR Assessment Format. Furthermore, the use of print-based multimodal texts encouraged multimodal and visual literacy as the respondents exploited semiotic resources within the texts. This study suggested that print-based multimodal texts could be used as instructional materials in narrative writing; thus, teachers should consider them to promote effective learning.

scholarly journals Instructional Design and Models: ASSURE and Kemp

2019 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
Jiwak Raj Bajracharya
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Training Programme ◽  
Instructional Materials ◽  
Reflective Process ◽  
Teaching And Learning Environment ◽  
Systematic Planning ◽  
Principles Of Learning ◽  
Learning And Instruction

Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.

scholarly journals The School Climate - Student Achievement Connection

2016 ◽  
Vol 1 (1) ◽  
pp. 9-16 ◽  
Author(s):  
John Shindler ◽  
Albert Jones ◽  
A. Dee Williams ◽  
Clint Taylor ◽  
Hermenia Cardenas
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Districts ◽  
Predictive Factor ◽  
Urban School ◽  
Theoretical Implication ◽  
Urban School Districts ◽  
The Relationship

This study examined the relationship between school climate and student achievement rat- ings in urban school districts in five states (N =230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the quality of the climate appears to be the single most predictive factor in any school’s capacity to promote student achievement. The findings of the study suggest a se- ries of general and theoretical implication for the field of education. It appears that the use of practices that promote a “psychology of success” lead to greater achievement and higher quality climate, and those that promote a “psychology of failure” lead to under- performance.

scholarly journals Developing an E-book with Past Tenses Materials for the Students of English Education Study Program in the Indonesian Context

2021 ◽  
Vol 8 (1) ◽  
pp. 64-74
Author(s):  
Nurul Fitriyah Almunawaroh ◽  
Kuntum Trilestari ◽  
Ayu Riani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Implementation Process ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Study Program ◽  
Education Study ◽  
Past Tenses

An e-book is one type of instructional materials that play important roles to ensure learning interactivity by integrating technology to its context. However, studies on the integration of an e-book in English language teaching mostly focus on its implementation process, not its developing process which in fact may influence the validity quality of an e-book. Thus, this study aims to use expert’s review to develop an e-book with past tenses materials for students of English study program. Development research design proposed by Akker was used to develop the e-book. Expert’s reviews on the past tenses materials and the e-book media design were used to determine the validity of the e-book. The results showed that the e-book with past tenses materials was valid which indicated that it can be employed in teaching and learning simple past tense and past continuous to the students of English education study program.

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