Response to Intervention in the State of Florida

The 2004 Individuals with Disabilities Education Act led to an era of educational reform that called for scientifically based curriculum and data-driven decision-making when devising instructional strategies. Response to intervention was subsequently endorsed. Because students with disabilities were being included within the general education setting during this time, many states like Florida, made use of the multi-tiered system of supports (MTSS). This process was used to plan and problem-solve effective teaching strategies to improve student performance in reading and in mathematics. This chapter explores how Florida has used MTSS to narrow achievement gaps and create educational opportunities for all students.

EFFECTIVE TEACHING STRATEGIES AND MOTIVATED LEARNERS CREATE AN AUTONOMOUS CLASSROOM

This paper addresses the issue of how to enhance motivation in tertiary level EFL learners to lead them towards achieving independence in learning. Based on a case study at the Global College of Engineering and Technology, Muscat, Oman, it critically examines the scope of application of John Keller’s ARCS model that exhibits four steps for enhancing learners’ motivation - Attention, Relevance, Confidence, and Satisfaction. It recounts how these motivational techniques have been used in classrooms and how each of these steps has enhanced the learners’ self-confidence and their interest in learning the language. The paper argues that efficient use of ARCS model can transform extrinsic motivation into intrinsic one. It recommends that educators should adopt the ARCS model to sustain learners’ interests and accomplishments of the set learning objectives. It makes students reach a level where they begin to take charge of their learning, resulting in strong learner-teacher autonomy in language acquisition. Key Words: Keller's ARCS model, Foundation program students, Index Terms-motivation

Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting. This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy. On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom?

<p>Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting. This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy. On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies.</p>

Teaching Struggling Readers of English as a Second Language in the Malaysian Classroom

Teacher plays an important role in students’ reading growth through the implementation of various suitable instructional strategies in the classroom. This study contributes to the existing literature pertaining to the way the teacher worked with the students who were identified as struggling readers of English as a second language (henceforth ESL). This is a qualitative study involving one primary teacher as a research participant. Data was obtained from classroom observations, interviews and documents collection. Inductive analysis was carried out and the process incorporating a co-construction of meaning between the participant responses and the researcher’s own understanding. Two main themes emerged in the study namely “involvement” and “challenges”. In this paper, one of the themes namely “involvement” that incorporates “classroom environment” and “instructional methods” will be discussed. The findings of this study suggest that the Ministry of Education (henceforth MOE) can look into how support can be given to the teachers to assist them to have more effective teaching strategies in the ESL classroom.

THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

185Online teaching of epidemiology and biostatistics: where do we go from here?

Focus of Presentation There has been a global proliferation of fully online programs in public health. There is a dearth of information on how to best deliver epidemiology and biostatistics education to students studying online. This may be due to the relatively few changes in the teaching of introductory epidemiology and biostatistics over the past several decades. This presentation reflects on our experiences in teaching these subjects. We pose some key research questions that may drive innovation of teaching to better prepare public health graduates. Findings Asynchronous online teaching of epidemiology and biostatistics brings both benefits and challenges. Novel methods of engaging students, supporting self-regulation of learning, building communities of practice, and other strategies to encourage active and deep learning need to be identified. Evidence for both student satisfaction and performance from effective online teaching of epidemiology and biostatistics is critical but currently lacking. Conclusions/Implications Given the growth in online delivery of tertiary education, evidence is required to determine best practice around quality online teaching of epidemiology and biostatistics. Researchers should use their unique skills in causal thinking to innovate methodologies to support evidence-based and quality assured teaching of epidemiology and biostatistics. Key messages The teaching of epidemiology and biostatistics is an essential part of ensuring a skilled public health workforce. Educational research should prioritise effective teaching strategies suited to the online learning environment and future-proof programs for online delivery.

Research on Effective Teaching Strategies of Basketball General Course for Physical Education Majors in Colleges and Universities in China

Through the methods of literature review, expert interview and field investigation, this paper analyzes the effective teaching and promotion strategies of basketball general course for physical education major in Colleges and universities in China. It is believed that the main problems in the effective teaching of basketball general course of physical education major in China are cognitive bias in effective teaching, ignoring the effectiveness of teaching process, and dissimilation of effective teaching orientation In the problem, this paper puts forward the specific strategies to improve the effective teaching of general basketball course of physical education major in Colleges and universities, that is to correctly understand the effective teaching, pay attention to the effective teaching process, and establish the effective teaching goal orientation, so as to provide enlightenment for peer researchers to explore effective teaching together, and provide reference for peer workers to better understand effective teaching and improve effective teaching efficiency.

Teaching physical education in ‘paradise’: Activity levels, lesson context and barriers to quality implementation

Despite the temperate climate, surrounded by pristine oceans, children in the Maldives do not meet the minimum daily physical activity (PA) requirements. Maldives is a resource inhibited country within the Indian rim. Generalist teachers are required to deliver primary physical education (PE). There is a paucity of information about Maldivian PE, and comprehensive studies of children's engagement in PA levels in this, and similar contexts are limited. Therefore, this study examined PA levels of fifth-grade students ( N = 30 classes) during PE lessons from four schools in the capital city of Male’. The Health Optimising PE model conceptually framed the work. Teachers’ ( N = 20) perceptions of implementation barriers were reported during semi-structured interviews. Students’ PA levels, lesson context and PA promotion were assessed during PE lessons with the System for Observing Fitness Instruction Time. The students averaged 31.05% (7.95 min) of PE time in moderate to vigorous PA. During 26.56% of lesson time teachers focused on skill and knowledge development, while for 10.31% of PE lesson time children were encouraged to be active during and outside of class. Programme implementation, according to the teachers, was impacted by a lack of teacher knowledge and confidence, teacher attire and perceived lack of infrastructure, resources and equipment. Recommendations to improve PE outcomes include interventions and continuous professional development aimed at enhancing teachers’ knowledge and confidence towards PE, in conjunction with promotion of effective teaching strategies. Maldivian PE programmes and student health-related outcomes could be improved by addressing these barriers.