Effective Instructional Strategies Research Articles

Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

Introduction. In recent years, brief experimental analysis (BEA) has emerged as an approach to identify the most effective instructional strategies needed to increase reading fluency before applying an intervention for extended periods of time. The purpose of this study was to investigate the effects of adding performance feedback to skill-based interventions on improving oral reading fluency of Turkish students with reading difficulties.Method. Three different combined intervention packages were implemented in the study. Intervention packages included Listening Passage Preview and Repeated Reading (LPP+RR), Repeated Reading with Performance Feedback (RR+PF), and Listening Passage Preview and Repeated Reading with Performance Feedback (LPP+RR+PF). Brief experimental analysis was used to examine the effects of the intervention packages. Four elementary students were participated in the study. Participants were three fourth grade and one third grade students.Results. Results demonstrated that two participants’ reading fluency improved as a function of the LPP+RR+PF intervention and remaining two participants had the highest scores in the LPP+RR condition.Conclusion. The results of this study extend the previous research by examining the effects of the combined intervention packages in improving reading fluency in Turkish language. Findings from the study suggest that assessing relative contribution of the strategies by using brief analysis can help determine the effective intervention packages for students in improving their reading fluency.

Developing Student Interest: An Overview of the Research and Implications for Geoscience Education Research and Teaching Practice

ABSTRACT Interest is a complex interplay between affective and cognitive components that drive motivation. Over decades of work in the educational psychology community, a theoretical framework has emerged that explains this complex interplay. Interest is initially externally triggered (triggered situational interest), which, through support, can become maintained situational interest, ultimately leading to individual interest progressing from emerging to well-developed. Student interest tends to be triggered from an external agent (e.g., an engaging instructor or experience), but will not develop into a more sustained, individual interest unless it is repeated, engaging, and intellectually stimulating. This literature review provides an overview into how interest has emerged as a motivational theory and provides examples as to how it has been applied (or misapplied) in the science education and geoscience education literature. The geoscience education research (GER) community has tended to couch interest as a global phenomenon rather than as a part of a progression; as such, there are not many examples of the appropriate application of interest in the GER literature. If we apply the framework presented in this literature review to the themes identified by the larger Discipline-Based Educational Research community for future research, including our ability to best determine student content comprehension and approaches to problem-solving, the most effective instructional strategies, along with emerging categories of research such as metacognition, self-regulation, and other affective components; interest may be an important lens for considering what and how we teach, as well as how we choose to measure student experiences in the geosciences.

Generalization of Skills Acquired in Language for Learning by Young Children with Autism Spectrum Disorder

Language deficits are a characteristic of individuals with autism spectrum disorder (ASD). Language for Learning is a promising curriculum for this population; it directly addresses language skills and contains several effective instructional strategies for learners with ASD. However, research on this curriculum for learners with ASD is limited, and to date research has not examined whether skills acquired in Language for Learning generalize to novel stimuli. The purpose of this study was to evaluate the effects of Language for Learning for producing generalization of expressive labeling skills to untrained visual stimuli by two children with ASD using a multiple probe across behaviors design. Results indicate that Language for Learning was effective in producing generalization to untrained stimuli and to a novel person. Further, gains maintained 6–8 weeks after the intervention was terminated. The implications of these results for future research on Language for Learning are discussed.

The Effect of Learning Strategy, Achievement Motivation, and Communication Skill toward Learning Outcomes on the Course PMPIPS-SD at PGSD

The Effect of Instructional Strategies, Achievement Motivation, and Communication Skills toward Learning Outcomes of PGSD on PGSD. The purpose of this research were to compare the effectiveness of the use of instructional strategies, achievement motivation, and communication skills of PGSD students in the PMPIPS-SD subject. A quasi-experimental research with pretest-posttest nonequivalent control group design was carried out to achieve the goals. The data were analyzed by three-way ANOVA with SPSS 16,0 for windows. The research result showed that the learning outcomes students of the PMPIPS-SD subject taught by using PK-IK strategy was better than that using PN-DK strategy, the students who had high achievement motivation better than who had low one, the students who had high communication skills better than who had low one.

Learning from errors in dual vocational education: video-enhanced instructional strategies

PurposeStarting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in vocational education and training.Design/methodology/approachFour different cases are presented. All of them share the same design-based research perspective, in which teachers and researchers co-designed an (iterative) intervention in the field. Two cases are preliminary investigations, while the other two profit from a quasi-experimental design with at least one experimental condition based on error treatment and a control group.FindingsThe four cases show the effectiveness of learning from error (and from error analysis). More specifically, they show the validity and flexible adoption of the specific instructional principles derived from the literature review: the use of inductive strategies and in particular, of worked-out examples; the reference to a concrete, possibly personal, experience for the analysis task; the use of prompted writing to elicit self-explanations and reflection; and the use of video for recording and annotating the situation to be analysed.Research limitations/implicationsThe four cases constitute only a starting point for further research into the use of errors for procedural learning. Moreover, the cases presented are focused on learning in the domain of procedural knowledge and not in that of declarative knowledge. Further studies in the vocational education and training sector might serve this research area.Practical implicationsThe paper provides concrete indications and directions to implement effective instructional strategies for procedural learning from errors, especially within vocational education.Social implicationsErrors are often identified with and attributed to (individual) failures. In both learning institutions and the workplace, this can engender an intolerant and closed climate towards mistakes, preventing real professional development and personal growth. Interventions on learning from errors in schools and workplaces can play a role in changing such a culture and in creating a tolerant and positive attitude towards them.Originality/valueThe majority of studies about learning from errors are focused on disciplinary learning in academic contexts. The present set of cases contributed to filling in the gap related to initial vocational education, because they deal with learning from errors in dual vocational training in the field of procedural knowledge development. Moreover, a specific contribution of the presented cases relies on the use of video annotation as a support that specifically enhances error analysis within working procedures.

Mindfulness As a Teaching Disposition Begins with Educator Preparation Programs

The purpose of this paper is to describe the significance of mindfulness as a teaching disposition that should be incorporated into educator preparation program curriculum. In addition, this paper includes guidelines to engage faculty in this process. Mindfulness in teaching creates a state of mind that encourages creativity, flexible use of information, improvement in student/teacher collaborations and identification of effective instructional strategies. Mindfulness as a teaching disposition has the potential to increase teacher retention, decrease student stress and promote an enriched classroom environment.

A typology of students based on academic entitlement

ABSTRACTTwo hundred ninety-three university business students were surveyed using an academic entitlement (AE) scale updated to include new technologies. Using factor analysis, three components of AE were identified: grade entitlement, behavioral entitlement, and service entitlement. A k-means clustering procedure was then applied to identify four groups based on the relative strength of the AE components: the model student, under the radar, instructor as servant, and the privileged. These groups were further characterized by additional demographic (i.e., parental income) and classroom variables (i.e., instructor response times). Findings can help business educators gain better insight into the AE construct and devise more effective instructional strategies.

PENGARUH STRATEGI PEMBELAJARAN DAN SELF-EFFICACY TERHADAP PENGETAHUAN SISWA TENTANG KONSEP DASAR EKOLOGI

The purpose of this research is to know the effect of instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. This research uses an experimental method to design treatment by level 2 X 2 on the class X of the Senior High School 3 Palu. Sample of 48 students, selected using multistage random sampling, and are divided into groups. The results: (1) Knowledge of the basic concepts of ecology in students group taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (2) For a students group who have high self-efficacy, to the knowledge of the basic concepts of ecology, taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (3) For a students group who have low self-efficacy, to the knowledge of basic concepts of ecology, taught instructional strategy deductive is higher, than that taught instructional strategy inductive; and (4) There is an interaction effect between instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. From this research, it was found that the students group who have high self-efficacy, to the knowledge of the basic concepts of ecology better taught instructional strategy inductive, while in the students group have low self-efficacy better taught instructional strategy deductive.

Instructional Methods for Limited English Proficient Students in Subject Area Courses

This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses. Two specific instructional strategies are researched. The first is the ordering of direct instruction and constructivist activities. Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order? The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities. The second question studied is regarding group vs. individual work. Which type of work results in the most and deepest content knowledge for LEP students and what is useful about each type of work?
 A controlled experimental method was used with pre and post quizzes, teacher/researcher observation, and student surveys and interviews. The study finds that student learning is maximized for LEP students when direct instruction precedes a constructivist activity. Using both instructional strategies, but in this order, was shown to be the most effective instructional strategy. Individual vs. group work showed less clear results, but the student interviews provided insight into why LEP students sometimes prefer group work, even if their knowledge gained is not noticeably increased.

A case study of how a sample of preservice teachers made sense of incorporating iPads into their instruction with children

ABSTRACT The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms.

Pentagram of habits: Considering science teachers’ conceptions of “habits of mind” associated with critical thinking in several of Iran’s special gifted schools

ABSTRACTIn the last two decades, one can see the widespread acceptance of the importance of teaching critical thinking (CT) as a 21st-century competency for all students from primary to graduate school. Lack of effective instructional strategies cause problems in developing effective CT curriculum. This research study aimed at the exploring the problem of domain-general versus domain-specific tension associated with the definition and fostering critical thinking. We examined Iranian science teachers’ conception(s) of this tension. We applied stratified random sampling for the observational phase (initial pool of participants). Using our classroom observation scale, through the lens of the Critical Thinking Consortium’s pedagogical framework (TC2) as a theoretical framework, we observed N = 27 gifted science classrooms to evaluate teachers’ instructional strategies in terms of developing CT abilities. Applying purposeful sampling, we interviewed expert teachers based on the observational phase, to investigate their understandings of CT’s general-domain habits of mind. Applying 4 + 1 classical elements as a conceptual framework, we examined various dimensions of these science teachers’ conceptualization of thinking critically. Traditional gradual reduction of interviews resulted in the development of a culturally informed five-elemental pentagram of habits of mind shared by these educators. Further, these teachers addressed some instructional strategies to embed CT in the science classes.

Mobile Assisted Language Learning Experiences

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning (MALL): effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.

Effect of Computer Assisted Language Learning on Achievement in English in relation to Cognitive Ability

The present study investigates the effect of computer assisted language learning on achievement in English in relation to cognitive ability. The sample consists of 310 students drawn from VIIth class taken from two different schools of National Capital Region, New Delhi affiliated to Central Board of Secondary Education, New Delhi. Computer assisted language learning material was prepared and implemented to the experimental group after pre-testing. The gain scores were computed after post test for all the students. The cognitive abilities test was also administered. The obtained data were analyzed statistically with the help of mean, standard deviation, analysis of variance and t-test. An Analysis of Variance (2× 3) was used to arrive at the following conclusions: (i) The achievement of the group taught through computer assisted language learning was much higher than that of conventional method of teaching. (ii)The achievement of high cognitive ability group was found significantly higher than that of average and low cognitive ability group. (iii)There was significant interaction effect of instructional strategies and cognitive ability group on achievement in English.

Quantitative Preparation in Doctoral Education Programs: A Mixed-Methods Study of Doctoral Student Perspectives on their Quantitative Training

Aim/Purpose: The purpose of the current study is to explore student perceptions of their own doctoral-level education and quantitative proficiency. Background: The challenges of preparing doctoral students in education have been discussed in the literature, but largely from the perspective of university faculty and program administrators. The current study directly explores the student voice on this issue. Methodology: Utilizing a sequential explanatory mixed-methods research design, the present study seeks to better understand doctoral-level education students’ perceptions of their quantitative methods training at a large public university in the southwestern United States. Findings: Results from both phases present the need for more application and consistency in doctoral-level quantitative courses. Additionally, there was a consistent theme of internal motivation in the responses, suggesting students perceive their quantitative training to be valuable beyond their personal interest in the topic. Recommendations for Practitioners: Quantitative methods instructors should emphasize practice in their quantitative courses and consider providing additional support for students through the inclusion of lab sections, tutoring, and/or differentiation. Pre-testing statistical ability at the start of a course is also suggested to better meet student needs. Impact on Society: The ultimate goal of quantitative methods in doctoral education is to produce high-quality educational researchers who are prepared to apply their knowledge to problems and research in education. Results of the present study can inform faculty and administrator decisions in doctoral education to best support this goal. Future Research: Using the student perspectives presented in the present study, future researchers should continue to explore effective instructional strategies and curriculum design within education doctoral programs. The inclusion of student voice can strengthen and guide future work in this area.

The Effect of Cooperative Learning Method and Systematic Teaching on Students’ Achievement and Retention of Knowledge in Social Studies Lesson

Problem Statement : Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose of the Study : The present study was conducted to determine the effect of the cooperative learning method and the systematic teaching and constructivist learning approaches on student achievement and retention in teaching the social studies lesson unit “The Place We Live” in a 4th grade class at the elementary school level. Method : The research was based on pretest-posttest control group experimental design. Accordingly, experiment group 1 received instruction based on the cooperative learning method, experiment group 2 received instruction based on the systematic teaching method, and control groups 1 and 2 were instructed through the constructivist learning approach. A total of 110 students were assigned to the experiment and control groups, and the paired samples t test and one-way ANOVA were used to analyze the data. Findings : The results of the study suggested that the cooperative learning method and the systematic teaching and constructivist learning approaches are effective ways of enhancing students’ achievement. Conversely, experiment and control group post test scores were not significantly different from each other. The cooperative learning method and the systematic teaching and constructivist learning approaches (control-1) were found to secure retention of knowledge, but failed to achieve retention of the knowledge among students in control group 2. Conclusion and Recommendations : The study found that cooperative learning and the systematic teaching and constructivist learning approaches were effective in enhancing student achievement and retention in social studies lessons (except for control-2). Based on these results, it is recommended that in order to enhance academic achievement and retention of gains in social studies lessons, the cooperative learning method and systematic teaching can be used in addition to the constructivist learning approach. Moreover, failure of the constructivist learning approach to achieve retention in control group 2 can be based on different reasons. One reason can be the teachers’ lack of knowledge about the basic philosophy and steps of constructivist approach. In this context, it is recommended that teachers should have in-service training about the constructivist approach.

The Effectiveness of Portfolio Assessment on EFL Students' Writing Performance: The Case of Third Year Secondary Students in Algeria

The current study examines the effect of the portfolio assessment method to assess writing ability of third year foreign languages learners enrolled at a secondary school in Laghouat, Algeria. The objective was to find out whether a particular portfolio assessment model was successful in helping the students to improve their English writing ability in general, and writing strategies and processes in particular. In doing so, four experimental tools were implemented: Pretest/Posttest, English Writing Evaluation Exam, Self-Reporting Questionnaire, and Analytic Scoring Rubric. Accordingly, the findings of the posttest and post-self-questionnaire displayed a notable improvement in English writing performance of the learners and in their writing product skills as well. Indeed, results indicated a significant increase in the students’ use of writing processes as a result of the portfolio assessment method. The study concluded that the portfolio assessment model is found to be an effective instructional strategy as well as an evaluation tool, besides that it enhances the learners' English writing performance by focusing efforts on writing products as well as writing processes. DOI: 10.5901/ajis.2016.v5n3s1p119

Taiwanese EFL undergraduates’ self-regulated learning with and without technology

ABSTRACTThis study explored 42 English as a foreign language (EFL) undergraduates’ self-regulated learning with and without technology in a university in northwest Taiwan. Based on the conceptual framework on Zimmerman’s (Zimmerman, B. J. 2000. “Attaining Self-regulation: A Social Cognitive Perspective.” In Handbook of Self-Regulation: Theory, Research, and Applications, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. San Diego, CA: Academic Press) self-regulated learning model, the data analysis of the participants’ final projects, videos of self-regulated learning, and questionnaire concluded the following two major findings. First, participants’ instructional strategies for self-regulated learning followed the 3Ps, presentation, practice, and production. Second, participants regarded instructional strategies without technology as more effective, compared to those implemented with online resources and Apps. Third, age, gender, English proficiency, and age that participants began to learn English did not affect the effectiveness of instructional strategies designed without technology, with online resources and Apps. Suggestions on effective designs for instructional strategies based on without technology, with online resources, and with Apps were provided.

Effect of Robotics on Elementary Preservice Teachers’ Self-Efficacy, Science Learning, and Computational Thinking

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers’ (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers’ interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers’ self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.

Effective Instruction for Students with Disabilities: Perceptions of Rural Middle School Principals

Instructional leaders must be proficient in their knowledge of effective instructional strategies in order foster an environment that uses what has been identified as “best-practice” for students with disabilities. This role is critical in rural school systems where principals take on more responsibility and the ability to employ highly qualified educators is often more difficult. The purpose of this multiple case study was to provide a detailed description of principals' understanding of effective instruction for students with disabilities in a rural mid-Atlantic school system. Results from three cases indicated that principals have a limited understanding of what effective instruction for students with disabilities encompasses and how to ensure its application.

Efficiency of Individualised Resources in the Russian EFL Classroom

In order to plan lessons that include effective instructional strategies, it is critical for teachers to be aware of student aptitudes, personality variables, learning strategies, interests, aspirations, and talents. This paper presents a way for Russian teachers to improve their students’ speaking abilities when learning foreign languages, called individualised resources, which are based on the concept of individualisation. Individualised resources are designed to help students to actively participate in the learning process, contribute to their productivity of learning and compensate for missing abilities when mastering foreign languages. In order to verify the effectiveness of this educational tool, qualitative and quantitative indicators were applied to a classroom-based study. Research findings illustrate how the approach enhanced the students’ speaking abilities in terms of purposefulness, richness of speech content and logical progression of speech. The results presented in the article indicate that this type of training may be sufficient to shape speaking skills when teaching English.