The Compliance Tradition and Teachers' Instructional Decision-Making in a Centralised Education System: A Case Study of Junior Secondary Geography Teaching in Changchun, China

2007 ◽  
Vol 16 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Chi-Chung Lam
Keyword(s):  
Decision Making ◽  
Education System ◽  
Instructional Decision Making ◽  
Geography Teaching ◽  
System A ◽  
Junior Secondary ◽  
Instructional Decision

scholarly journals A multi-case study of instructional decision-making processes of teachers in kindergarten classrooms within the Cape Coast Metropolis, Ghana

2018 ◽  
Vol 5 (9) ◽  
pp. 27-40
Author(s):  
Mumuni Thompson
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Implicit Theories ◽  
Early Childhood Teachers ◽  
Kindergarten Teachers ◽  
Cape Coast ◽  
Instructional Decision Making ◽  
Decision Making Processes ◽  
Instructional Decision

The study contributes to the ongoing debate with respect to the significance of early childhood teachers' instructional decision-making that take in consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out from May to November 2015. One research questions guided the study, namely: What factors and beliefs influence teachers' instructional decision-making in a kindergarten classroom? Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was used. The study's findings revealed that these teachers' explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kindergarten classrooms. It was recommended that future researchers should explore early childhood teachers' explicit and implicit theories of teaching. It was also recommended kindergarten teachers to appreciate their roles as effective instructional decisions makers towards quality teaching and learning.

scholarly journals A Multi-Case Study of Instructional Decision-Making Processes of Teachers in Kindergarten Classrooms in the Cape Coast Metropolis

2019 ◽  
pp. 91-98
Author(s):  
Mumuni Thompson ◽  
Winston Kwame Abroampa
Keyword(s):  
Decision Making ◽  
Implicit Theories ◽  
Research Question ◽  
Study Data ◽  
Cape Coast ◽  
Instructional Decision Making ◽  
Decision Making Processes ◽  
Practical Experiences ◽  
Instructional Decision

The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.

scholarly journals International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series

2021 ◽  
Vol 54 (4) ◽  
pp. 239-242
Author(s):  
Christine A. Espin ◽  
Natalie Förster ◽  
Suzanne E. Mol
Keyword(s):  
Decision Making ◽  
General Education ◽  
International Perspective ◽  
Series Data ◽  
Instructional Decision Making ◽  
Special Series ◽  
Use Of Data ◽  
International Perspectives ◽  
Based Instruction ◽  
Instructional Decision

This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers’ use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers’ data-based instructional decision making for students with or at-risk for learning disabilities, and to further the development of approaches for improving teachers’ ability to plan, adjust, and adapt instruction in response to data.

scholarly journals Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Alyssa Friend Wise ◽  
Yeonji Jung
Keyword(s):  
Decision Making ◽  
Learning Analytics ◽  
Course Design ◽  
Data Interpretation ◽  
Contextual Knowledge ◽  
Instructional Decision Making ◽  
University Instructors ◽  
Wait And See ◽  
Instructional Decision ◽  
Data Reading

The process of using analytic data to inform instructional decision-making is acknowledged to be complex; however, details of how it occurs in authentic teaching contexts have not been fully unpacked. This study investigated five university instructors’ use of a learning analytics dashboard to inform their teaching. The existing literature was synthesized to create a template for inquiry that guided interviews, and inductive qualitative analysis was used to identify salient emergent themes in how instructors 1) asked questions, 2) interpreted data, 3) took action, and 4) checked impact. Findings showed that instructors did not always come to analytics use with specific questions, but rather with general areas of curiosity. Questions additionally emerged and were refined through interaction with the analytics. Data interpretation involved two distinct activities, often along with affective reactions to data: reading data toidentify noteworthy patterns and explaining their importance in the course using contextual knowledge. Pedagogical responses to the analytics included whole-class scaffolding, targeted scaffolding, and revising course design, as well two new non-action responses: adopting a wait-and-see posture and engaging in deep reflection on pedagogy. Findings were synthesized into a model of instructor analytics use that offers useful categories of activities for future study and support

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