Effective Instructional Practices Research Articles

대학생이 지각한 교수⋅학습지원 환경과 핵심역량의 관계에서 자율동기와 자기효능감의 매개효과

Objectives The purpose of this study was to test the structural relations among the factors that influence college students’ core competencies such as problem-solving competency and self-directed learning competency. Specifically, supportive teaching-learning environment was composed of faculty-student interaction, effective instructional practices, peer relations, staff-student relations, and on-campus support services. This study was conducted to test mediating effects of college students’ autonomous motivation and self-efficacy in the relations between each of the perceived supportive teaching-learning environment factors and core competencies. Methods Five-hundred eight students who were attending C University in G City participated in this study. Data analyses were conducted through the structural equation modeling and bootstrapping procedure using SPSS 25.0 and Amos 25. Results The direct effects of the perceived supportive teaching-learning environment on core competencies were not significant. However, some of the perceived supportive teaching-learning environment factors influenced college students’ core competencies through the mediation of autonomous motivation or self-efficacy or both. The mediating effects of autonomous motivation were found to be significant in the relations of faculty-student interaction, staff-student relations, and on-campus support services to core competencies. The mediating effect of self-efficacy was found to be significant only in the relation of peer relations to core competencies. Also, the serial mediating effects of autonomous motivation and self-efficacy were significant in the relations of faculty- student interaction, staff-student relations, and on-campus support services to core competencies. Conclusions The results of this study have significance in that the perceived supportive teaching-learning environment may not directly influence college students’ core competencies but may indirectly influence core competencies through the mediation of autonomous motivation and self-efficacy. Efforts have to be made not only to improve supportive teaching-learning environment but also to enhance college students’ autonomous motivation and self-efficacy.ect

Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School

The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown to improve students’ argument writing. Then, we share results of a study that focuses on distinct subgroups of secondary English learners students to (a) determine their needs and challenges and (b) examine the impact of a cognitive strategies approach on rhetorical and linguistic aspects of writing at posttest. Results show English learners have considerable challenges with higher-order tasks involved in writing literary arguments and with the linguistic demands of academic writing before receiving the intervention. However, after receiving the intervention, using descriptive statistics and multiple hierarchical linear regression, we show that these students grew in the areas of presentation of ideas, organization, evidence use, and language use. For example, students designated as reclassified English learners (RFEP [Reclassified Fluent English Proficient]) and students who have even more limited English proficiency (designated as EL [English learner] here) show improvements in many aspects of writing, especially in their ability to write claims and use evidence. In contrast, improvements in language use components were more limited for both groups of learners. Moreover, some of the gains due to being in the treatment were significant enough to bring the average EL student close to parity or beyond their EO (English Only) / IFEP (Initial Fluent English Proficient) peers in the control condition at posttest. We conclude by discussing pedagogical implications for English learners.

Re-Thinking improvement issues in EFL speaking commitment at higher education - A speaking discourse analysis perspectives

Many linguistic speaking inputs require more confidence to communicate effectively in higher education. Focusing on the speaking discourse perspectives aiming to meet student satisfaction in committing to speaking EFL, we customized the adopted instruments as follows: (Asakereh & Dehghannezhad, 2015) and (Oxford, 1990). The research questions are RQ1. What language input challenges do Albanian students face in the university setting while speaking EFL? RQ2. Is the EFL speaking discourse affected positively by strategies utilized in FL speaking performances? For the academic year 2022/23, the current researcher obtained qualitative data output from two instruments N=250 online questionnaires. Using the second instrument (SILL), we tested the following hypotheses: H1=students achieve satisfaction with up-to-date language input in bringing knowledge to life through continuous effective instructional practices H2=the effectiveness of the strategies used by EFL teachers toward speaking commitment needs ongoing improvement. SPSS data output reported a significant correlation between the research hypotheses. It targets the perspectives of the instructional impact of Metacognitive Strategies and Affective Strategies for increased learner autonomy. The result of this research promotes Affective Strategies to maximize learner autonomy indicating significant practical implications in the classroom to accomplish speaking goals. Concerning improvement issues in EFL speaking at higher education, commitment marks the relevance of empowering teaching speaking content.

Motivation in English Learning at University: A Mixed-Methods Study Investigating the Perceptions of Different Stakeholders*

The research study employed an explanatory sequential mixed-methods design, and it was aimed at determining and analyzing the essential factors that motivate university students’ English learning within the Ecuadorian higher education system. The quantitative study results, drawn from a questionnaire administered to 109 EFL university teachers, were further explained through a qualitative phase. The latter phase consisted of in-depth interviews with key stakeholders, namely university teachers, language center directors, Ecuadorian experts and international experts in English language education. The insights gained from the conducted 25 in-depth interviews were essential to explain in greater detail the motivational factors determined in the quantitative phase. The integration of quantitative and qualitative data sets helped to gain an in-depth understanding of motivation in student learning of English as a foreign language within the Ecuadorian university context. The results showed that factors associated with intrinsic and instrumental motivation are key toward student language learning. In this sense, English is seen as a tool for a more effective completion of different academic tasks required to university students. Also, motivation in English language learning is promoted when effective instructional practices and a positive classroom environment have a central role in the university classroom. In terms of extrinsic motivation, students are likely to become more motivated when their teachers employ meaningful strategies and techniques. Moreover, teaching materials and resources can help to foster learner motivation when students’ input and insights are carefully taken into account in a strategic manner.

Culturally responsive and high‐leverage practices: Facilitating effective instruction for English learners with learning disabilities

AbstractResearch suggests that English learners (ELs) with learning disabilities (LD) may benefit from culturally responsive evidence‐based instructional approaches. ELs with LD often present with learning challenges that influence language acquisition and literacy development. One way to address the distinctive proclivities of these students is to consider the importance of culturally responsive evidence‐based instruction that can elevate student understanding and academic achievement. This article explores the integration of two theoretical frameworks: culturally responsive practices and high‐leverage practices. It then outlines the importance of teacher introspection as an instructional foundation and identifies several strategies for ELs with LD by centering instruction around linguistic assets and cultural values in combination with effective instructional practices. The article concludes with a call to action for teachers to tailor instruction based on students' cultural and language assets, in combination with effective instructional practices to enhance student learning.

Ambitious instruction and student achievement: Evidence from early career teachers and the TRU math observation instrument

What constitutes effective instructional practices in improving student achievement continues to elude practitioners and researchers. Researchers have offered evidence on the association between different instructional practices and student achievement using various tools, but some aspects of instructional practices, such as formative assessment, were left out. Using TRU Math to capture rich elementary mathematics observation data coupled with student achievement data, we found that the extent to which teachers surface students’ ideas and build upon these ideas has significant associations with student achievement in mathematics. We also provide vivid descriptions of high quality instruction compared to lower quality instruction.

Teacher Engagement Scale for Professional Development

Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.

The Effects of Length of Instruction on Rhythm-Reading Learning and Retention on Second-Grade Students

The purpose of this study was to investigate second-grade students’ ( N = 128) rhythm-reading achievement and retention after 5 or 10 min of weekly instruction for 3 weeks. Eight intact classes were placed into two groups. Group 1 received 5 min of rhythm-reading instruction during weekly music class, whereas Group 2 received 10 min of rhythm-reading instruction during weekly music class. Treatment lasted 3 weeks, after which students individually completed posttest I. After 2 weeks of no rhythm-reading instruction or practice, students were individually administered posttest II to measure retention. Results indicated that both groups successfully read rhythms after instruction and retained rhythm-reading skills after two additional weeks of no instruction. Between-group analysis suggested that 5 min of instructional time is equally as effective as 10 min on student achievement and retention. Implications include increased efficiency in planning and teaching, increased student engagement, and effective instructional practices in the elementary music classroom.

Academic and Cultural Capital of Students in Pakistani Schools: The Role of Field

Within a field, capital and habitus of individuals has great impact in structuring their future practices. Therefore, it can be connoted that field, capital, and habitus all are relational terms and it is not possible to understand these terms by separating them from one another. This study was conducted to explore the role of field in social reproduction among students. This study was qualitative and phenomenological design was used as it examines human experiences through the descriptions provided by the people involved. Teachers teaching at secondary and higher secondary in the two streams of schools (ICT-based public and private) were the population for the study. A total of 24 teachers were randomly selected by using the sample selection rule of Gay and Diehl (1992) as a sample of the study. Data were collected in three rounds through self- constructed in-depth interview guide. The data were analyzed through thematic analysis. Findings indicate that effective instructional practices of teachers can enable students to improve the cultural capital of students coming from diverse cultures/backgrounds. Furthermore, it was found that by improving the critical thinking, problem-solving, and reasoning skills of students, both types of schools are trying their level best to improve the academic performance of students that leads to strengthening their academic capital. The paper suggests that to further strengthen the role of field in the academic and cultural capital of students in Pakistani schools teachers need to deal effectively with students of diverse cultures.

Key Knowledge to Support Phonological Awareness and Phonics Instruction

AbstractPhonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this article, we describe key knowledge across these areas, as informed by the Science of Reading, to support early childhood and elementary teachers engaging in this instruction.

Measuring Teacher Professional Development Learning Activities in Post Covid-19

Purpose - To fill the void, this study comes with the aim of finding out perception which underpins the extent to which activities have fulfilled the teachers’ need of their development through Teachers’ Forum (MGMP) or not, amid post-Covid-19 at this moment.
 Design/methodology/approach - This study employed a qualitative approach by using an open-ended questionnaire and recruiting 25 in-service teachers.
 Findings - The finding of this study revealed that most the in-service teachers have their positive view to excel their professional development, especially with regard to making clear of learning aims, widening up the horizon to provide sufficient materials many resources, adding knowledge and skills in pedagogical strategies, and strengthening ability in selecting appropriate assessment in the activities conducted by MGMP.
 Originality/value - The implication of this study calls for the inclusion of in-service teachers to always be open-minded, self-reflected, and willing to learn a new thing to ensure effective instructional practices
 Paper type – Research Paper

Music Assessment Techniques for Evaluating the Students’ Musical Learning and Performance in the Philippine K-12 Basic Education Curriculum

The primary objective of this study is to review and characterize research-based music assessments that might be used to guide and assist teachers and students in transforming their attitudes and perceptions, ability to express their ideas and concepts during the assessment process openly. This study employed descriptive and autoethnographic methods to elicit information about current conditions and practices through the library approach and literature review. The identified music assessment techniques were used to determine how well students comprehend important points in a session. It includes the Music Concept Memory Exercise and Instrumental and Vocal Schematic Processing for music lesson instructions and the Five-Letter Name Pitch Memory Test and Three-Chord Familiarization Assessment for basic instrumental music instructions. They are used as a core component deliberately designed to expose classroom teachers and prospective teachers to the essentials for effective instructional practices. Effective evaluation ensures that learners’ knowledge, understanding, and skills are transferred effectively in future contexts.

Effective Instructional Leadership Practices in High Performing Elementary Schools

The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.

A Critical Review of Selected Literature on Learner-centered Interactions in Online Learning

Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction.

Developing Metacognitive Instructors through a Guided Journal

Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students’ perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an increased focus on learning objectives and student engagement (rather than on content coverage) in pre-lesson planning, and on being aware of how students were achieving the learning objectives. Significant positive correlations were found between instructor use of the journal and student ratings of instructor responsiveness to their learning and engagement, and instructor use of effective instructional practices. Although instructors were enthusiastic overall about using the journal and incorporating metacognitive instruction, they did report barriers including time, existing habits, and uncertainty about alternate instructional practices. Based on our findings, we share strategies for using our journal prompts as a tool to facilitate faculty development of metacognitive instruction.

Does co-teaching improve academic achievement for students with disabilities? A meta-analysis

Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs.

Literacy instruction for autistic children who speak languages other than English.

Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.

Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration

The purpose of this study was to examine 3rd through 5th grade mathematics teachers' demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom in a southern state in the United States. The study revealed that, overall, teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers' responses to certain statements from the online survey. The findings in this study provided information for administrators in one Central Mississippi school district to increase student engagement and improve statewide test scores in mathematics.

Evidence-Based Design Principles for Spanish Pronunciation Teaching

In spite of the considerable body of pedagogical and experimental research providing clear insights into best practices for pronunciation instruction, there exists relatively little implementation of such practices in pedagogical materials including textbooks. This is particularly true for target languages other than English. With the goal of assisting instructors wishing to build effective evidence-based instructional practices, we outline a set of key principles relevant to pronunciation teaching in general, illustrated here via Spanish in particular, drawing on previous pedagogical research as well as methods and findings from experimental (applied) linguistics. With the overall goal of enabling learners to move toward greater intelligibility, these principles include the importance of perceptual training from the onset of learning, a strong prosodic component, the use of contextualized activities, and a focus on segmental and prosodic phenomena with a high functional load as well as those that are shared across target language varieties. These principles are then illustrated with innovative perception and production exercises for beginner, university-level learners of Spanish. We conclude with a discussion of ways in which the pedagogical principles exposed here can be extended beyond the production of individual activities to the design of a broader pronunciation curriculum.

Covid leadership: Increasing capability across a changing digital landscape

Educational leadership has always been closely linked to change and improvement. As Covid-19 quarantine measures brought about sudden changes, the need for leaders to guide and maintain effective instructional practice was pivotal in the success or failure of schools’ online learning provision. This paper details one school’s approach to managing Continuous Professional Development (CPD) that was focused on developing online teaching competency. It discusses the relevance of that experience in planning for a longer-term provision. It warns of the danger of overgeneralizing lessons learned from solutions which were planned quickly during emergency circumstances and applying that to a very different context, whilst highlighting the need for continuous monitoring and evaluation.Keywords: educational leadership; educational change; teaching during Covid-19; Continuous Professional Development; online teaching; commentaryPart of the Special Issue Technology enhanced learning in the MENA region <https://doi.org/10.21428/8c225f6e.1fd869f8>