Comparing Coding Viewing and Recording Methods to Quantify Embedded Instruction Learning Trials

The purpose of this study was to examine the comparability of counts of embedded instruction learning trials when different methods of viewing and recording direct behavioral observations were used. In 13 classrooms, while videotaping embedded instruction implementation for a larger randomized controlled efficacy trial was occurring, teachers’ implementation of trials was coded in situ using pencil-and-paper methods. Videos were later coded using computer-assisted methods. Dependent-samples t tests, Pearson product-moment correlation coefficients, and additional score agreement calculations were conducted. Statistically significant differences were found in the estimates of trial frequency. Correlational analyses showed positive and strong relationships between the coding methods. Coding agreement was higher across the entire observation versus during 10-min continuous event blocks. In situ coding took significantly less time than video coding. Results provide empirical evidence for the advantages and disadvantages of common viewing and recording methods for quantifying behavior as part of systematic observation systems.

Learning semantic and thematic vocabulary clusters through embedded instruction: effects on very young English learners’ vocabulary acquisition and retention

Research has suggested an interference effect for words taught in semantic clusters due to the semantic links connecting the words. Thematic clustering of vocabulary is an alternative method of presenting new words to second language (L2) learners. However, what is known about the effects of semantic and thematic clustering has been uncovered through the recruitment of adult learners, with little research conducted with very young learners. Moreover, language textbooks and curriculums for very young learners continue to structure vocabulary semantically. Embedded instruction using storybook contexts has been suggested as a suitable context-based vocabulary teaching technique although knowledge of its effects is limited. To investigate this claim, a quasi-experimental within-subjects design was used to investigate whether embedded instruction could differentially affect very young L2 learners’ learning of new vocabulary taught in either semantic or thematic clusters (N = 38) compared to a control (N = 15). The findings suggest that embedded instruction is beneficial for very young L2 learners’ vocabulary learning regardless of the clustering type. Participants gained and retained over time considerable receptive and productive vocabulary knowledge for both semantic and thematic clustered words, indicating that embedding vocabulary in storybook contexts may reduce the potential for interference between target words in semantic clusters.

GeoGebra integrated instruction: Effectiveness and empowerment

Integrating ICT in mathematics instruction has been becoming the pertinent issue in Nepal. In this context, this paper explores the effect of GeoGebra embedded instruction in students learning, particularly in geometry at school level. GeoGebra is the widely used open source software which can cover almost all areas of school mathematics. So, this paper will contribute the important research findings on whether the ICT integrated instruction plays effective roles in teaching and learning mathematics. Quasi experimental design was used to conduct the study. Two parallel sets of achievement test papers, observation note and interview schedule were used to collect the data from the respondents. The data obtained from test paper was analyzed using mean, standard deviation and t-test at 0.05 level of significance. Whereas the data obtained from interview and observation wasanalysed by using general inductive approach. The result of the study indicated that the achievement score of experimental group was significantly higher than control groups after using GeoGebra in teaching mathematics.Besides, the quantitative findings, students in experimental group seemed more active and motivated during the intervention. Creativity and self-exploration are two important skills they developed after the intervention. It can be concluded that ICT embedded instruction is an effective approach for better mathematics learning

Improving Student Skills and Career Readiness Through Targeted and Embedded Instruction

Background Psychology students can and sometimes do develop skills and career readiness in their courses, but these outcomes are rarely made explicit. Objective This research jointly examines how two potential factors may improve student skills and career readiness: explicit instruction on skill development in an advanced laboratory course, coupled with an embedded staff person from the institution’s career center. Method Changes in self-reports of skills and career readiness from pretest to posttest were examined for the course designed to improve these outcomes, as well as in a comparison group of similarly qualified students. Results Students in the course targeting skill development and career readiness improved on these outcomes over time. The comparison group did not improve. Conclusion These findings show promise for the impact of direct skill instruction and embedded staff on student career–related outcomes. Teaching Implications Instructors would serve their students well by pointing out the skills they are developing, when they are developing them, and their usefulness. Other implications for embedding staff, including feasibility, are discussed.

Development and Preliminary Content Validation of ENGAGE as an Assessment of Preschool Interactions and Active Engagement

<p></p><p>ENGAGE is in development as a web-based observation system with core features we believe will facilitate its use as a scalable assessment-to-action coaching and instructional support system in preschool classrooms. ENGAGE assesses adult interaction practices and children’s active engagement such that classroom teams receive data to inform their intentional design and delivery of embedded instruction that can be made more effective for children’s developmental needs through differentiation and intensification. For this study, we describe important precursors to evaluating other psychometric properties within an argument-based approach to validation. We used iterative cycles to gather evidence to refine and validate the content of our measurement targets (i.e., adult interaction practices and child active engagement) as well as constructs (i.e., groupings of practices by theorized mechanisms). Following two iterative rounds using online questionnaires, responses from participants representing intended users of ENGAGE generally demonstrated consistency with our definitions and conceptualizations, with more varied responses for child engagement. We discuss our procedures and results in terms of reducing measurement error that may be attributable to measurement targets in advance of future examinations of observation conditions (e.g., observer training, session duration) and situational variance (e.g., instructional pedagogy, adult-child ratios) that are often influential within observation-based assessments.</p>

Development and Preliminary Content Validation of ENGAGE as an Assessment of Preschool Interactions and Active Engagement

<p></p><p>ENGAGE is in development as a web-based observation system with core features we believe will facilitate its use as a scalable assessment-to-action coaching and instructional support system in preschool classrooms. ENGAGE assesses adult interaction practices and children’s active engagement such that classroom teams receive data to inform their intentional design and delivery of embedded instruction that can be made more effective for children’s developmental needs through differentiation and intensification. For this study, we describe important precursors to evaluating other psychometric properties within an argument-based approach to validation. We used iterative cycles to gather evidence to refine and validate the content of our measurement targets (i.e., adult interaction practices and child active engagement) as well as constructs (i.e., groupings of practices by theorized mechanisms). Following two iterative rounds using online questionnaires, responses from participants representing intended users of ENGAGE generally demonstrated consistency with our definitions and conceptualizations, with more varied responses for child engagement. We discuss our procedures and results in terms of reducing measurement error that may be attributable to measurement targets in advance of future examinations of observation conditions (e.g., observer training, session duration) and situational variance (e.g., instructional pedagogy, adult-child ratios) that are often influential within observation-based assessments.</p>

Embedded Information Literacy Instruction in the Mobile Environment: A Case Study

Information literacy instruction in various countries has expanded in a variety of ways. At universities, it has mainly taken the form of credit-based courses, lectures, and embedded instruction. While European and American universities carry out more embedded instruction, universities in China focus more on credit-based courses and lectures, leaving embedded instruction in an exploratory stage. This paper is a preliminary study of a research project that aims to investigate the department-based, embedded information literacy instruction among the libraries of 42 "Double-First Class" universities in China. Using East China Normal University Library as an example, this paper discusses the teaching mode, teaching philosophy, teaching design, teaching methods and contents in order to explore how embedded information literacy instruction can make use of the mobile Internet platform. The specific areas to be examined include teaching resources, enhancing classroom interactions, and after-class feed-pushing as part of teaching support. Finally, some recommendations are put forward for the extension and expansion of embedded information literacy instruction.