Daily Lessons Research Articles

Modelling and bibliotherapy as tools to enhance pro-social interactions during English language arts lessons with first graders

Play is one of the essential components in proper development of first-grade students. Since the adoption by various states of the Common Core State Standards (CCSS), two outcomes have developed: (a) increased instructional time and (b) decreased public school recess periods across school districts. Given the complex nature of daily instructional practices and the lack of opportunity to engage in play (i.e. which in turn decrease the chances for first graders to interact and improve their pro-social skills), classroom teachers need to begin to model and incorporate bibliotherapy as a means to enhance pro-social interactions during daily language art lessons. The purpose of this article is to introduce first-grade teachers to a four-step guide for incorporating bibliotherapy with the ‘Key Ideas and Details' strand of the CCSS on reading informational text while teaching the needed pro-social skills for first-grade students.

PENINGKATAN KEMAMPUAN MENGHITUNG PERKALIAN MENGGUNAKAN TEKNIK JARI TANGAN PADA PELAJARAN MATEMATIKA SISWA SEKOLAH DASAR

Based on the result of the daily tes in mathemathics lesson about multiplication that is in orderly arrangement indicated that the lesson is not success. Whereas, according to the teacher in daily lesson was explained orally and was given some examples, in fact it was given a lot of question for the student exercise, and also give a chance for the students to ask a question, however they not exploit that chance. The low of mastery of multiplication count ability on mathemathics lesson caused it is not right in model of learning and media that was used. So that, the students became not active in study of mathemathics, feel bored, and not listen what explained the teacher. Therefore, to improve multiplication count ability was needed the model of lerning with the right media. One of the model of learning is using the fingers of a hand. This research intends to increase multiplication count ability of the SDN 02 students Muara Panas, class four. The location of this research is in SDN 02 Muara Panas, Bukit Sundi subdistrict. There are 34 student in the class. The data of this research can be got from interview, question naire, obseevation action and evaluation. This research is implemented in two the stage:1) Arrange the lesson plan, 2) Action, 3)Observation, and 4)Analysis. The result of research indicated that adapt to the result of research observation in pre-action is the students that are not active, feel bored, and do not listen what explained the teacher very low in learning.

Effects of Tier 2 and Tier 3 Mathematics Interventions for Second Graders with Mathematics Difficulties

Two studies were conducted to examine the effects of Tier 2 and Tier 3 mathematics interventions on students with mathematics learning difficulties. In the first study, the work of Bryant et al. was replicated and expanded upon by documenting the sustained effects of a Tier 2 mathematics intervention on mathematics performance by second graders. In the second study, the Tier 2 intervention was intensified to a Tier 3 intervention through increases in two instructional features: group size and dosage. The results of the first study showed that the Tier 2 intervention improved mathematics performance for the majority of student participated in the study, and the effect of the intervention was sustained for the majority of students who responded to the Tier 2 intervention. The results of the second study showed that intensified Tier 3 intervention that involved one‐on‐one instruction and extended time for daily lessons may benefit students who have persistent difficulties with learning mathematics.

Determining effective teaching behaviors through the hiring process

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

Development and Validation of Assessing Quality Teaching Rubrics

Purpose : This study aimed at examining the psychometric properties of the Assessing Quality Teaching Rubric (AQTR) that was designed to assess in-service teachers’ quality levels of teaching practices in daily lessons. Methods : 45 physical education lessons taught by nine physical education teachers to students in grades K-5 were videotaped. They were all Caucasians (5 females and 4 males) with their teaching experience ranging from 6 years to over 20 years. Four investigators coded the taped lessons using AQTR assessment sheet. Results: The total scale and the four sub-scales of the AQTR had satisfactory Cronbach’s alpha coefficients. The results of t-test and the MANOVA revealed that the AQTR was a valid instrument to differentiate quality levels of the Overall Quality Teaching, Task Design, Task Presentation, Management, and Instructional Response among each teacher, and between the above-average and the below-average groups. The confirmatory factor analysis further confirmed the establishment of the construct validity of the AQTR. Conclusions: The AQTR was a reliable and valid measure that can be used to assess in-service teachers’ quality levels of teaching practices

Remedial teaching in Indian under-resourced communities: Professional development of para-teachers

This paper presents a summative evaluation of a professional development program for para-teachers within an Indian NGO. The program aimed to support para-teachers in well-structured learner-centered enactment by introducing planning and reflection of daily lessons. The study investigated lesson plans, enactment and pupil outcomes to assess the extent to which para-teachers could plan and enact well-structured learner centered lessons. The study suggests strong evidence that the program was successful in helping para-teachers achieve greater quality of lesson planning, enactment and pupil learning.

Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children

Technology has been shown to foster children’s motivation and interest in instructional materials. In addition, researchers have found that technology results in higher levels of student engagement and greater levels of comprehension. Researchers have also found that educators must have the knowledge and skills in technology necessary to effectively support their students. Much of the research examining educator knowledge and skills has centered at the K–12 level. The current study examines the technological knowledge, beliefs, and practices of educators in early childhood settings. Findings indicate that educators believe that it is important to integrate technology into daily lessons. However, findings also indicate that many teachers do not feel adequately prepared to use technology in early childhood settings; that there is a lack of technology currently available in early childhood settings; and that early childhood educators want more professional development on using technology that also reflects their varying levels of knowledge and experience. An analysis of study results is provided through a discussion of implications, limitations, and next steps.

BEYOND THE GAME: ANALYZING THE USEFULNESS OF GAMES TO PROMOTE LIFE SKILLS DEVELOPMENT

The current paper provides a reflection about games’ ‘power’ to promote both ‘good’ and ‘bad’ learning. The study is organized in three sections. First, the complexity of games’ nature is briefly introduced within diverse perspectives in order to provide an understanding why games are highly empowered. Second, an analysis of historical events and academic references show how games have been used to promote both good and bad events. Finally, two life experiences are presented in order to illustrate how games can provide opposite outcomes regardless of cultural differences. Thus, within a provocative reflexive, physical educators are encouraged to think what can be taught on their daily lesson that is “beyond” the learning of the game itself.

Factors influencing assessment quality in higher vocational education

The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in higher vocational education, to identify critical factors influencing assessment quality and to study whether self-evaluation leads to concrete points for improvement. Results show that strong points are fitness for purpose, comparability and fairness. Weak points are reproducibility of decisions and development of self-regulated learning. Critical factors are the translation of competences into assessment criteria to be used in daily lessons and the involvement of the work field. The self-evaluations generated many points for improvement, but not all were translated into actions. Altogether, this article provides a rich picture of assessment quality in higher education and identifies quality aspects that need improvement, (partly) confirming other research on current assessment methods.

The Effects of Clinical Supervision on the Teaching Performance of Secondary School Teachers

Abstract This study was carried out to determine the effects of clinical supervision on the teaching performance of teachers in secondary school. This study involves 33 teachers from a secondary school of which 11 (33%) are male teachers and 22 (67%) are female teachers. The study employed a set of instruments for observing teaching and learning which was adapted from Standard Determinant Instrument or Instrumen Pemastian Standard (IPS) from the School Inspectorate, (Ministry of Education Malaysia, 2003). IPS has been used by all the schools to evaluate the dimension III, education program management and element 9 that is teaching and learning. The teaching performance of teachers is measured based on the daily lesson plan (DLP), induction set, lesson delivery, questioning techniques, student involvement, reinforcement, student exercise and assignment, checking of student exercise and assignment, lesson closure and class management before and after clinical supervision. The findings of this study help teachers in school to find out the shortcomings and advantages of their teaching performances in the classroom. Clinical supervision also helps teachers to improve teaching and learning to be more effective to enhance students’ understanding. Clinical supervision can also be used as guidance for teaching and learning improvement by school inspectorates with the use of IPS.

Impact of Leadership on Meaningful Use of ICT

This research is a case study of a private school system of Lahore which aims to get an insight into the impact of leaders on meaningful use of ICT into teaching and learning. The major source of data for this research were the interviews of school heads and teachers, observations and document analysis which reflected, that the leaders are critical factors when it comes to ICT implementation in a classroom in an effective manner. School leader does not need to be an IT expert but does need to have a vision to adopt this reform; competent enough to be a role model and does have an ability to support his/her school teachers by providing them on-going professional development in order to make them feel proficient users of ICT which will help teachers to integrate ICT in their daily lesson planning which will eventually enhance student's learning.

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.

Study of Health and Activity in Preschool Environments (SHAPES): Study protocol for a randomized trial evaluating a multi-component physical activity intervention in preschool children

BackgroundPhysical inactivity is a recognized public health concern. Inadequate proportions of children in the U.S, including those of preschool age, are meeting physical activity recommendations. In response to low numbers of preschool children attaining appropriate physical activity levels, combined with the large number of young children who attend preschool, researchers have identified the need to devise interventions to increase physical activity at preschools. However, few multi-component interventions to increase physical activity in preschool children exist. The aims of this study were to observe the effects of a multi-component intervention on physical activity, sedentary behavior, and physical activity energy expenditure in 3-5 year-old children; identify factors that associate with change in those variables; and evaluate the process of implementing the multi-component intervention. The purpose of this manuscript is to describe the study design and intervention protocol.Methods/designThe overall design of the Study of Health and Activity in Preschool Environments (SHAPES) was a two-year randomized trial (nested cohort design), with two conditions, two measurement occasions, and preschool serving as the unit of analysis. Sixteen schools (eight intervention and eight control) were enrolled. The intervention protocol was based on the social ecological model and included four main components: (a) indoor physical activity (“move inside”), (b) recess (“move outside”), (c) daily lessons (“move to learn”), and (d) social environment. Components were implemented using teacher and administrator trainings and workshops, site support visits, newsletters, and self-monitoring methods. Outcomes included accelerometer assessment of physical activity, sedentary behavior, and physical activity energy expenditure; weight status; and demographic factors; family/home social and physical environment; and parental characteristics. An extensive process evaluation battery was also used to monitor dose delivered by interventionists, completeness of intervention component delivery by teachers, and fidelity of teachers’ implementation.DiscussionThe study will address important gaps relative to increasing physical activity in preschool children. Few studies to date have incorporated a multi-component approach, rigorous measurement protocol, and thorough evaluation of intervention implementation.Trial registrationNCT01885325

Inquiry for Inspiration: The Students on the Beamlines Program at the Canadian Light Source

The Canadian Light Source (CLS) is Canada's national synchrotron radiation facility. The CLS mission statement includes a mandate to “participate actively in educational, social and cultural development of our communities.” Over 6,000 people annually, more than half of them school children, tour the CLS. This is facilitated by the design of the building, which has a mezzanine affording panoramic views of the accelerators and experimental floor (see Figure 1). CLS staff have presented to more than a thousand educators through various professional development sessions, and for these educators classroom resource material is made available for easy inclusion in daily lessons where possible. The CLS also hosts an annual workshop for teachers where, since 2006, more than one hundred teachers have spent several days at CLS becoming familiar with the facility.

Improving Communication about Limit Concept in Mathematics through Inquisition and Replication

In this action research study, where the subjects are our undergraduate grade mathematics students, we try to investigate the impact of direct 'inquisition' instruction on their communication and achievement. We will strategically implement the addition of 'replication' study into each concept of limit over a four-month time period and thus conclusion can be making for the rest of the Mathem atic s . The students practiced using inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered that a majority of students improved their overall understanding of mathematical concepts based on an analysis of the data we collected. We also found that in general, students felt that knowing the definition of mathematical words are important and that it increased their achievement when they understood the concept as a whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As a result of this research, we plan to continue to implement inquisition into daily lessons and keep replication communication as a focus of the mathematics class.

Teaching assistants’ roles in daily mathematics lessons

Background: The increasing numbers of teaching assistants (TAs) and their widening role in English primary classrooms is part of wider international developments. Several large quantitative studies have been influential in shaping debate, but little qualitative research exists on TAs and the content of their activity in the key area of mathematics. Purpose: The article addresses the question: How do TAs in primary schools perceive their role in daily mathematics lessons? Sample: Twenty-four TAs employed in English primary schools participated in the study. Their experience ranged from 2 to 20 years. Two were men; the rest were women. Design and methods: Interviews were undertaken in the spring and summer of 2011, transcribed and coded using Glaser and Strauss’ recommended method (B. Glaser and A. Strauss, 1967, The discovery of Grounded Theory: Strategies for qualitative research; Chicago, IL: Aldine Publishing Company). A typology of TA activity was created and used together with other cross-cutting factors to ascertain what TAs did in general and, specifically, in mathematics teaching. Results: The results show that previous pictures generated from large-scale quantitative studies of TAs working with children seen as having the greatest difficulty in mathematics are essentially (though not universally) correct. However, they may be internally differentiated to a greater extent than previously envisaged. Conclusion: The range of TA activities in mathematics classrooms is considerably wider than previously thought; professional development for TAs and teachers needs to take account of this.

Critical Pedagogy and Dialectical Thought in the Secondary English Classroom

INTRODUCTIONIn a time of ever-growing disparity between the wealthy and poor, immense political/economic power held by the select few, and unprecedented standardization and regimentation in our country's schools (Hill, 2006; Giroux, 2008; McLaren & Farahmandpur, 2001), now more than ever is there a need for America's youth to be able to think critically and dialectically. In order to seriously address this nation's issues (e.g., poverty, racism), students must be able to break down arguments, see the facts from all sides, and then come to a clear, independent decision free from hype and hearsay. According to McLaren, Martin, Farahmandpur, and Jaramillo (2004), our nation's schools are the perfect vehicle for transformation, as a way of addressing larger contradictions and antagonisms (p. 140), yet the current trend in is to move further and further away from using thinking skills (Kumashiro, 2008; Law & Kaufhold, 2009). As a result of teachers being required to focus solely on subject matter that will be presented on standardized tests mandated by No Child Left Behind (NCLB), high school students are increasingly becoming unquestioning, uncritical, test-taking automatons (Hursh, 2008; Jones, 2007; Lugg, 2007). Curriculum is being narrowed to the point that untested subjects, such as art and music, are being completely cut out of daily lessons (Kumashiro, 2008; McCarthey, 2008; Sleeter, 2005). Even though there are many educators who feel that critical thinking is an organic and fundamental element of the meaning of education (Pavlidis, 2010, p. 75), more and more students are being denied the classroom opportunities to think critically since educators must teach to the test (Jones, 2007; Spring, 2010; Webb, Briscoe, & Mussman, 2009) in order to score higher on the required standardized assessments.In general, states McDaniel (2004), children in the United States are taught to not question the status quo and to accept and obey the voice of authority (p. 473), yet in order to produce a more equitable and just society for all, our youth must have the confidence to break away from our current state of intellectual uniformity (Spring, 2010) and be able to clearly identify and address the sociopolitical issues they encounter in their everyday lives. Today, our public schools are consistently and vociferously blamed for many of society's ills (Berliner & Biddle, 1995), but teachers have the power to arm students with the skills necessary to become responsible citizens, ones who can find solutions to our country's problems and act upon them, and not just lay the blame at others' feet. As is evident by the vast punditry of our media, we have more than enough of those people already.In order for educators to help their students become critically engaged thinkers, their teaching philosophy must be grounded in the theory of pedagogy through a desire for justice. For teachers, reflecting on how we engage our students is difficult, and change is often uncomfortable (Yagelski, 1999), but in order to help a new generation of students realize their potential power to create change in our society, teachers, especially those in English/Language Arts (ELA), need to take the initiative (Mantle-Bromley & Foster, 2005). More so than most other academic subjects, the language arts classroom extends itself most readily [for delving into] very real and serious subjects since [f]inding an author's purpose and discovering what comment on life an author is making are at the heart of studying literature (Greenslate, 2007, p. 29). It is through this discussion and analysis that students can begin to approach issues of justice. In the ELA classroom, social justice is a way to increase students' abilities to articulate their experiences, critique their world, and address those identified issues with subsequent action (Chapman, Hobbel, & Alvarado, 201 1, pp. …

Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative

The faculty of Cloverdale Middle School (pseudonym), a mid-sized rural school in the southeast, seemed to be stalled in their progress at the beginning of the third year of a five-year district-wide staff development initiative on differentiated instruction. Teachers had received an intensive two-day overview of differentiation. They had worked on writing learning goals to highlight what students should know, understand, and be able to do at the end of each lesson. They had participated in numerous workshops focusing on various strategies for differentiation, such as tiered lessons, RAFT writing (Santa, 1988), and choice menus. These efforts had yielded some success, and teachers demonstrated professional growth through their increased attempts to differentiate cumulative projects according to student interest by regularly providing their classes with product options. In terms of adjustments to daily instruction, however, most faculty members remained reticent to change. It seemed daunting—even impossible—to regularly accommodate the wide range of readiness needs exhibited by their diverse student body. Some faculty members believed that weaving differentiation into daily lesson plans was simply not a realistic possibility because they feared pigeonholing students, were confused about how to incorporate additional scaffolding and challenges, and were frustrated with the ever-present pressures of time constraints. This article describes efforts to alleviate the tension that had developed around the term readiness differentiation (Tomlinson, 2003) and to reinvigorate a

Mental Health in Schools: Moving in New Directions

It has long been acknowledged that a variety of psychosocial and health problems affect learning and performance in profound ways. And school policy makers have a lengthy history of trying to assist teachers in dealing with problems that interfere with schooling. Prominent examples are seen in the range of psychological, counseling, and social service programs schools provide (Adelman & Taylor 2010). Adding to the work done by student support personnel is whatever the community can offer to collocate and/or link to schools. While many societal considerations are involved, for the most part the rationale for strengthening mental health in schools has stressed one or both of the following points: * schools provide good access to students (and their families) who require mental health services; * schools need to address psychosocial and mental and physical health concerns to enable effective school performance and student well being. Point one typically reflects the perspective and agenda of mental health advocates and agencies whose mission is to improve mental health services. The second point reflects the perspective and agenda of student support professionals and some leaders for school improvement and also provides a supportive rationale for those wanting schools to play a greater role related to addressing young people's health concerns (Adelman & Taylor, 2006a, b). Implied in both agenda is the hope of enhancing the nature and scope of mental health interventions to fill gaps, enhance effectiveness, address problems early, reduce stigma, and fully imbue clinical and service efforts with public health, general education, and equity orientations. This issue ?? Contemporary School Psychology with its emphasis on promising approaches to wellness, social skills, and life competencies mainly reflects the second agenda. The problem with both rationales is that, when proposals emphasize another specific approach, another initiative, another team, and so forth, the fragmentation of efforts to focus on the "total child" at a school and throughout a district tends to increase. And, when fragmentation is exacerbated, efforts to embed mental health and psychosocial concerns are further marginalized in school improvement policy and practice. How Mental Health And Psychosocial Concerns Are Marginalized In Current School Improvement Policly And Practice Prevailing policy and plans for turning around, transforming, and continuously improving schools are primarily shaped by a two-component framework which marginalizes efforts related to providing additional supports and attention where needed (Adelman & Taylor, 1 998). This is graphically presented in Exhibit 1. As illustrated, the main thrust is on improving (1) instruction and (2) how schools manage resources, with the many student and learning support programs and services operated as supplementary add-ons. Obviously, effective instruction is fundamental to a school's mission; no one wants to send children to a school where teachers lack high standards, expectations, and competence; and sound governance and management of resources are essential. What is equally obvious is that teachers need and want considerable help in addressing barriers to student and school success. Unfortunately, many overlapping factors interfere with learning and teaching. Teachers in low performing schools point to how few students appear motivationally ready and able to learn what the daily lesson plan prescribes. Teachers in the upper grades report that a significant percentage of students are actively disengaged and alienated from classroom learning. And, acting out behavior, especially bullying and disrespect for others, is rampant. (So is passivity, but this attracts less attention.) One result of all this is seen in the increasing number of students misdiagnosed as having learning disabilities (LD) and attention deficit hyperactivity disorders (ADHD). …

Mind the Map: How Thinking Maps Affect Student Achievement

This action research project, conducted in an 8th grade classroom by Daniel Long, investigated how Thinking Maps could be utilized by the students to broaden critical thinking skills and enhance their understanding of the content being presented. The research data was gathered through anonymous student surveys, instructor observation notes and a post-intervention assessment. Students were taught the function and proper construction of all eight Thinking Maps and were encouraged to utilize them on multiple occasions every day. The findings by Long indicated that when students constructed Thinking Maps, they were able to achieve greater understanding than those students who used traditional note taking strategies. The purpose of this research was to determine if the use of Thinking Maps would increase student achievement. Because Thinking Maps allow students to express their thoughts and ideas non-linguistically, instructors actually see the graphic representation of a student’s thought process (Holzman, 2004). Thinking Maps differ from graphic organizers because they are used to promote “more strategic thinking” and encourage students to focus on the processes used to produce the “correct” answer (Holzman, 2004). By coaching students to correctly use the Thinking Maps in their daily lessons, students will have a greater sense of control of the way they handle classroom material and provide a strategy for organization that will allow them to form meaningful connections with the content.