scholarly journals Opinions of parents regarding the instructional activities offered to their children by teachers, by child's level of schooling: France (%)

2021 ◽  
Keyword(s):  
Instructional Activities

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP

2020 ◽  
Author(s):  
Thomas Higbee
Keyword(s):  
Current Paper ◽  
Instructional Activities ◽  
And Behavior ◽  
Practical Recommendations

BCBAs may encounter situations, such as the current COVID-19 pandemic, that preclude them from providing traditional in-person ABA services to clients. When conditions prevent BCBAs and behavior technicians from working directly with clients, digital instructional activities designed by BCBAs and delivered via a computer or tablet may be a viable substitute. Google applications, including Google Slides, Google Forms, and Google Classroom, can be particularly useful for creating and sharing digital instructional activities. In the current paper, we provide task analyses for utilizing basic Google Slides functions, developing independent instructional activities, developing caregiver-supported instructional activities, and sharing activities with clients and caregivers. We also provide practical recommendations for implementing digital instructional activities with clients and caregivers.

Reflecting on task-based language teaching from an Instructed SLA perspective

2021 ◽  
pp. 1-13
Author(s):  
Nina Spada
Keyword(s):  
Second Language Acquisition ◽  
Explicit Knowledge ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Assessment Practices ◽  
Distinguishing Characteristic ◽  
Instructional Activities ◽  
Instructed Second Language Acquisition ◽  
Theory Research ◽  
Instructed Sla

Abstract Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e. performance) and ISLA (i.e. development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT.

scholarly journals Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 50
Author(s):  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Lalu Nurul Yaqin ◽  
Lalu Parhanuddin ◽  
Rafiza Abdul Razak ◽  
...  
Keyword(s):  
Mother Tongue ◽  
Teaching Experience ◽  
Islamic Education ◽  
Educational Systems ◽  
Structured Interviews ◽  
Financial Barriers ◽  
Instructional Activities ◽  
Years Of Teaching Experience ◽  
Technological Barriers

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

The Integration of Technology in the Curriculum

1988 ◽  
Vol 9 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Marion V. Panyan ◽  
Jeffrey Hummel ◽  
Lewis B. Jackson
Keyword(s):  
Self Management ◽  
Classroom Teachers ◽  
Instructional Activities ◽  
Integration Of Technology ◽  
Five Elements ◽  
Research Plan ◽  
Research Questions ◽  
Training And Support ◽  
Elementary School Learners ◽  
Future Project

This article describes a 3-year research project to develop an applications model to successfully integrate technology in the instruction of elementary school learners with mild and moderate handicaps. The model is based on decision theory and focuses specifically on the decisions of in-school agents (i.e., students, regular classroom teachers, instructional support personnel, and administrators). Decisions of these agents are considered with respect to four decision areas ( i.e., identification of content, instructional methods and arrangements, organization of instruction, and outcome assessment). Twenty research questions have been identified and clustered into five elements that represent the beginnings of an applications model. These five elements are: (1) software reference to the curriculum and IEP objectives, (2) integrated instructional activities, (3) collaborative planning, (4) student self-management, and (5) teacher training and support. Finally, this article provides a framework for understanding future project efforts as well as an orientation to the theoretical underpinnings of the research plan.

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

Pre-College Technology Education and Instructional Technology: Preparing Students for the Workplace

1991 ◽  
Vol 20 (2) ◽  
pp. 157-166 ◽  
Author(s):  
Thomas T. Liao
Keyword(s):  
Instructional Technology ◽  
Technology Education ◽  
Real World ◽  
Evaluation Criteria ◽  
Contextual Learning ◽  
Advanced Technology ◽  
Functional Skills ◽  
Education Programs ◽  
Instructional Activities ◽  
Real World Problems

Two technology education programs are reviewed to determine how well they are designed to prepare students for the workplace or engineering careers. A list of workplace related functional skills is used as evaluation criteria for the assessment. Another aspect of this review concerns how contextual learning has been implemented. Both programs were judged to contain instructional activities that use advanced technology effectively to prepare students for the workplace or college. These programs are also excellent models of how to help students learn concepts and skills via real-world problems and examples.

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