Commentary: What Should Educators Expect from Reading Instructional Research? (And Do We Get What We Expect?)

1981 ◽  
Vol 16 (3) ◽  
pp. 467
Author(s):  
Mark Aulls
Keyword(s):  
Instructional Research

scholarly journals Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach

2021 ◽  
Author(s):  
Carmen Köhler ◽  
Johannes Hartig ◽  
Alexander Naumann
Keyword(s):  
Latent Variable ◽  
Outcome Measurement ◽  
Predictor Variable ◽  
Change Score ◽  
Regression Coefficients ◽  
Outcome Variable ◽  
Analysis Model ◽  
Hypothetical Data ◽  
Instructional Research ◽  
Time Point

AbstractThe article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the analysis approach can be to include the measurement at the previous time point as a predictor in the regression model (ANCOVA), or to predict the change-score of the outcome variable (CHANGE). Researchers demonstrated that both approaches can result in different conclusions regarding the reported effect. Current recommendations on when to apply which approach are, in part, contradictory. In addition, they lack direct reference to the educational and instructional research contexts, since they do not consider latent variable models in which variables are measured without measurement error. This contribution assists researchers in making decisions regarding their analysis model. Using an underlying hypothetical data-generating model, we identify for which kind of data-generating scenario (i.e., under which assumptions) the defined true effect equals the estimated regression coefficients of the ANCOVA and the CHANGE approach. We give empirical examples from instructional research and discuss which approach is more appropriate, respectively.

What should reading instructional research be the research of?

1999 ◽  
Vol 5 (1) ◽  
pp. 1-35 ◽  
Author(s):  
M PRESSLEY
Keyword(s):  
Instructional Research

Reading to Learn: Theory, Strategies and Instructional Research

1986 ◽  
Vol 1 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Patricia L. Anders
Keyword(s):  
Learn Theory ◽  
Reading To Learn ◽  
Instructional Research

A prospectus for instructional research on visual literacy

ECTJ ◽  
1978 ◽  
Vol 26 (1) ◽  
pp. 25-36
Author(s):  
W. Howard Levie
Keyword(s):  
Visual Literacy ◽  
Instructional Research

Insights from Instructional Research on Revision with Struggling Writers

2004 ◽  
pp. 125-137 ◽  
Author(s):  
Charles A. Macarthur ◽  
Steve Graham ◽  
Karen R. Harris
Keyword(s):  
Struggling Writers ◽  
Instructional Research

scholarly journals Agricultural Economics: A Profession in Transition

2003 ◽  
Vol 35 (2) ◽  
pp. 229-236
Author(s):  
Lester H. Myers
Keyword(s):  
Structural Change ◽  
Technological Change ◽  
Food Consumption ◽  
Presidential Address ◽  
Agricultural Economics ◽  
Outreach Programs ◽  
Separate Identity ◽  
Instructional Research

The premise of this paper is that agricultural economics, as a distinct subdiscipline of economics, faces perhaps the most serious challenges since struggling for a separate identity nearly a century ago. I fully appreciate the fact that nearly all professional presidential addresses key on the theme of change to one extent or another. However, the environment within which we practice our profession is undergoing such significant transition that I believe radical changes are needed in how we frame and implement our instructional, research, and outreach programs. In his 1986 American Agricultural Economics Association presidential address, Joe Havlicek identified five megatrends affecting agriculture that he believed would have profound implications for our profession: (1) food consumption changes, (2) internationalism and macroeconomic forces, (3) technological change, (4) structural change, and (5) environmentalism.

Prospects for Special Education: The Decade Ahead

1986 ◽  
Vol 10 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Bernie Thorley ◽  
Meredith Martin ◽  
Joan Jardine
Keyword(s):  
Special Education ◽  
Point Of View ◽  
Learning Ability ◽  
Learning Problems ◽  
Great Expectations ◽  
Vast Number ◽  
At Risk Children ◽  
Special Children ◽  
Exciting Development ◽  
Instructional Research

The past decade saw a movement towards consensus in special education as personnel increasingly directed their attention to a literal interpretation of special education. At the same time, there was a shift from the old concern with extensive diagnosis and categorization of child-centred, organically based deficits, as the poor returns of this approach became apparent to parents, to teachers and to all other personnel involved with children needing assistance in learning.In essence, special education is about preventing, remedying, reducing and offsetting the effects of learning problems. Facts about what can or cannot be done to expand learning and learning ability provide the basic propositions from which all conclusions in special education must be drawn. Special educators recognise that learning ability within a domain is, to a large extent, learned and that failures need not be predictable nor inevitable.Influential in bringing about this new conceptualisation was the effect of the most exciting development in special education in the last two decades: an extensive and rapid growth in the power of instruction. This improvement was particularly apparent to those people who had access to the latest developments, on a worldwide basis, and who had the opportunity to check their magnitude in model projects. Almost overnight it became clear that special education services had to change completely. At the same time the most frustrating and disappointing feature of this era was the fact that so much of the newly created potential for helping special children remained largely unexploited as far as the vast number of “at risk” children was concerned. Consequently, the great expectations that were generated were often comprehensively and persistently thwarted as professionals, schools and systems failed to make the necessary adjustments. “It was the best of times; it was the worst of times.” This paper looks at prospects both from the point of view of new advances in instructional research, their origins and potential, and also at ways in which we can encourage professionals, schools and systems to adjust to these advances.

Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

1997 ◽  
Vol 14 (2) ◽  
pp. 73-105 ◽  
Author(s):  
Martha E. Snell
Keyword(s):  
Young Adults ◽  
Mental Retardation ◽  
Health And Safety ◽  
Research Integrity ◽  
Safety Skills ◽  
Community Based ◽  
Choice Making ◽  
School Programs ◽  
Children And Young Adults ◽  
Instructional Research

This paper reviews the recent behavioural research on instruction of children and young adults with mental retardation in schools settings and community-based school programs. Instructional research in 12 skill areas (motor, self-care, communication, social skills, choice making, school behaviours, health and safety skills, home management, leisure skills, community use, vocational skills, and academics) meeting specified criteria on population (age and disability), location of instruction, functionality of skill, and research integrity was identified in 11 journals from 1990 through 1996. The pool of identified research is discussed by skill category and by intervention method, with critical comments made regarding strengths and weaknesses. Conclusions are drawn for practitioners and future researchers.

An Instructional Strategy Taxonomy: Theory and Applications

1975 ◽  
Vol 6 (4) ◽  
pp. 195-201
Author(s):  
M. David Merrill ◽  
Norman D. Wood
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Instructional Materials ◽  
Principal Parameter ◽  
Content Type ◽  
Strategy System ◽  
Mode Content ◽  
Parameter Values ◽  
Mode Response ◽  
Instructional Research

The authors have proposed that instruction consists of four relatively independent facets: learner aptitudes, content structure, delivery systems, and instructional strategies. Instructional strategies consist of sequences of informational displays. Eight variables were proposed that characterize a given informational display as follows: content type, content mode, content representation, mathemagenic prompting, response conditions, response mode, response representation, and mathemagenic feedback. For each variable several principal parameter values were suggested. The instructional strategy system described and its accompanying flow chart conventions should have value in the construction of instructional theory, the review of instructional research, the analysis of existing instructional strategies, and the design of instructional materials and systems.

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