Instructional Problems Research Articles

A Modern Parallel Register Sharing Architecture for Code Compilation

The design of many-core-on-a-chip has allowed renewed an intense interest in parallel computing. On implementation part, it has been seen that most of applications are not able to use enough parallelism in parallel register sharing architecture. The exploitation of potential performance of superscalar processors has shown that processor is fed with sufficient instruction bandwidth. The fetcher and the Instruction Stream Buffer (ISB) are the key elements to achieve this target. Beyond the basic blocks, the instruction stream is not supported by currents ISBs. The split line instruction problem depreciates this situation for x86 processors. With the implementation of Line Weighted Branch Target Buffer (LWBTB), the advance branch information and reassembling of cache lines can be predicted by the ISB. The ISB can fetch some more valid instructions in a cycle through reassembling of original line containing instructions for next basic block. If the cache line size is more than 64 bytes, then there exist good chances to have two basic blocks in the recognized instruction line. The code generation for parallel register share architecture involves some issues that are not present in sequential code compilation and is inherently complex. To resolve such issues, a consistency contract between the code and the machine can be defined and a compiler is required to preserve the contract during the transformation of code. In this paper, we present a correctness framework to ensure the protection of the contract and then we use code optimization for verification under parallel code.

Understanding-Oriented Mathematics Instruction using the Example of Solving a Word Problem

In the framework of the Swiss-German study “Quality of instruction, learning behaviour and mathematical understanding” (Klieme et al. Dokumentation der Erhebungs- und Auswertungsinstrumente zur schweizerisch-deutschen Videostudie ,Unterrichtsqualitat, Lernverhalten und mathematisches Verstandnis‘, Vols. 13–15, Chaps. 1–3, 2005, 2006a, 2006b), using the example of a word problem, it was examined in 37 classes how teachers support the problem-solving process in classroom instruction from a subject-based and communicative perspective. To this aim, an analysis instrument was developed which describes both content-related aspects of the problem-solving process and the students’ participation in this regard. A central part of the instrument measures the extent to which understanding on the level of a situation model and/or a mathematical model is explicitly addressed. The results highlight that the individual teachers differ in terms of the type of their support behaviour during the modelling process, and they can be categorised into different profiles of understanding-oriented and didactically supportive handling of a word problem in classroom instruction.

Benchmarking problems used in second year level organic chemistry instruction

Investigations of the problem types used in college-level general chemistry examinations have been reported in this Journal and were first reported in the Journal of Chemical Education in 1924. This study extends the findings from general chemistry to the problems of four college-level organic chemistry courses. Three problem typologies were used as lenses for evaluating the instructional problems. Results of this study include frequency of problem types and comparisons drawn between results in organic chemistry and those in general chemistry. Most notably, a higher percentage of conceptual problems were found in organic chemistry than reported for general chemistry. Implications for use of problem typologies in benchmarking curricular materials are discussed.

A Collaborative Planning Framework for Teachers Implementing Tiered Instruction

The recent reauthorization and regulations of the Individuals With Disabilities Education Improvement Act (IDEA 2004) encourage the use of schoolwide interventions including response to intervention (RTI; Bradley, Danielson, & Doolittle, 2007). RTI refers to a multi tiered system ihat addresses the academic needs of all students by using evidence-based instructional practice, progress monitoring, and data-informed instructional problem solving (Fuchs & Fuchs, 2006; Rinaldi & Samson, 2008), A tiered system is an educational model that delineates three or more levels of instructional interventions based on gaps in student skills. A tier is a level in an RTI system thai includes interventions and supports for a clearly defined group of students. RT! is highly encouraged as it ensures high-quality instruclion and universal screening of all children, addresses the needs of struggling learners by providing interventions at increasing levels of intensity, and significantly decreases the number of inappropriate referrals to special education (Vaughn & Ortiz, 2008), As a result, a significant number of public schools in the United States are in the planning and implementation stages of this initiative. In this article, we present a collaborative planning framework for educators implementing RTI. The framework addresses how educators can use universal screening and progress tiionitoring data to plan for instruction al all tiers as well as evaluate the responsiveness of interventions provided at the Tier 2 and Tier 3 levels within the RTI model. The results are a feasible support system by which educators can improve service delivery lo all slu-

Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry protocol shifted attribution of improved student performance to their teaching rather than external causes. This shift was achieved by focusing on an academic problem long enough to develop an instructional solution. Seeing causal connections fosters acquisition of key teaching skills and knowledge, such as identifying student needs, formulating instructional plans, and using evidence to refine instruction. These outcomes are more likely when teams are teaching similar content, led by a trained peer-facilitator, using an inquiryfocused protocol, and have stable settings in which to engage in continuous improvement.

Instructional technology must contribute to productivity

Those involved in instructional technology in higher education are urged to view instructional technology as a means of improving academic productivity. Instructional technology has been used for over forty years to analyze instructional problems and design solutions that reduce costs and improve learning outcomes. The Pew Program in Course Redesign is the most recent program that has yielded a number of case examples of how contemporary instructional technology has improved academic productivity.

PENINGKATAN KUALITAS PENDIDIKAN MELALUI MODEL PEMBELAJARAN KOOPERATIF BERBASIS KONSTRUKTIVISTIK

One of the recent main instructional problems at schools is the students’ lowachievement as shown by the very poor average result. One of the causing factors isthe instruction which is still conventional and teacher centered. Therefore, theinstruction does not touch the students. This means it does not really consider howlearning actually takes place. The implementation of the Competence BasedCurriculum which was then revised with the School Based Curriculum requires aparadigm change in education in the learning process at schools. The change is inessence to improve the quality of education in terms of the process and result. One ofthe efforts is the change of the teaching style with a more innovative instructionalmodel. Constructivism-based cooperative learning is one of alternatives which can beused. The constructive learning concept emphasizes the students to construct newknowledge with the preexisting knowledge. Cooperative learning is oriented towardschildren’s knowledge building through group works. It is hoped that with theconstructivism-based cooperative learning model students will further optimize theirskill in the learning process.Kata kunci : kualitas, pembelajaran kooperatif, dan konstruktivistik

Similarity and acquaintance: a dilemma

There is an interesting and instructive problem with Richard Fumerton’s acquaintance theory of noninferential justification. Fumerton’s explicit account requires acquaintance with the truth-maker of one’s belief and yet he admits that one can have noninferential justification when one is not acquainted with the truth-maker of one’s belief but instead acquainted with a very similar truth-maker. On the face of it this problem calls for clarification. However, there are skeptical issues lurking in the background. This paper explores these issues by developing a dilemma for an acquaintance theory.

A Problem-based Learning Model for Teaching the Instructional Design Business Acquisition Process

There is a growing emphasis on utilizing a problem-based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work—the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem-based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem-based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future.

Getting to the heart of the problem: Using the problems of practice approach as a starting place for creating problem-centered instruction

It is often difficult to transfer learning from one situation to another. Learning is more likely to be transferred if instruction is situated within a realistic context, using a problem-centered instructional approach. However, it can be challenging to create problem-centered instruction that authentically represents the needs and activities of the workplace and profession. This article describes the problems of practice approach––an iterative, guided process for developing problems for problem-centered instruction.

Linking Project-Based Interdisciplinary Learning And Recommended Professional Competencies With Business Management, Digital Media, Distance Learning, Engineering Technology, And English

This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry mentors from several disciplines with the recommended professional competencies required of students entering a profession or career. The purpose and focus of this paper is to inform and enlighten, to instruct and educate, and to evoke industry and community interest by combining educational service value with an educational enterprising activity. The paper demonstrates how project-based learning objectives in the classroom integrate with industry recommended professional competencies in solving real world problems. Utilizing the extraordinary intellectual capital of students and faculty in a learning environment on college campuses allows projects to be arranged and managed in a manner that may also provide funding and grant opportunities. Project-based learning linked to recommended professional competencies is a contributing educational force that addresses the needs in communities, student life, and career choices.

Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?

Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?

Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?

Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?

The role of theory in instructional design: Some views of an ID practitioner

This article describes how an experienced instructional designer thinks about and uses learning theories to inform instructional design decisions. It uses a vision metaphor to provide a simple heuristic framework for identifying the nature of instructional problems and relating different types of problems to useful theoretical perspectives, methods of instructional analysis, and assessment strategies. Finally, it provides a synopsis of major learning theory perspectives and situations that could be addressed by applying models and strategies representing the different theoretical perspectives.

Points of view: on the implications of neuroscience research for science teaching and learning: are there any? A skeptical theme and variations: the primacy of psychology in the science of learning.

Points of view: on the implications of neuroscience research for science teaching and learning: are there any? A skeptical theme and variations: the primacy of psychology in the science of learning.

High-Stakes Testing: Can Rapid Assessment Reduce the Pressure?

This article presents findings about the implementation of a system for rapidly assessing student progress in math and reading in grades K-12—a system that potentially could reduce pressure on teachers resulting from high-stakes testing and the implementation of the No Child Left Behind Act. Interviews with 49 teachers and administrators in one Texas school district suggest that the assessments allowed teachers to individualize and target instruction; provide more tutoring; reduce drill and practice; and improve student readiness for, and spend more time on, critical thinking activities, resulting in a more balanced curriculum. Teachers reported that the assessments provided a common point for discussion, increased collaboration among teachers to improve instruction and resolve instructional problems, and supported both new and experienced teachers in implementing sound teaching practices. The individualized curriculum and rapid feedback on progress reportedly gave students the feeling that they were successful and in control of their own learning, engaging students who previously disliked reading and math—including dyslexic children and children in special education—reducing stress, and improving student achievement. These findings are interpreted through Corbett and Wilson's framework for understanding why high-stakes testing often has negative effects and why the implementation of rapid assessment systems could reduce unintended negative consequences of testing.

High-Stakes Testing: Can Rapid Assessment Reduce the Pressure?

This article presents findings about the implementation of a system for rapidly assessing student progress in math and reading in grades K-12—a system that potentially could reduce pressure on teachers resulting from high-stakes testing and the implementation of the No Child Left Behind Act. Interviews with 49 teachers and administrators in one Texas school district suggest that the assessments allowed teachers to individualize and target instruction; provide more tutoring; reduce drill and practice; and improve student readiness for, and spend more time on, critical thinking activities, resulting in a more balanced curriculum. Teachers reported that the assessments provided a common point for discussion, increased collaboration among teachers to improve instruction and resolve instructional problems, and supported both new and experienced teachers in implementing sound teaching practices. The individualized curriculum and rapid feedback on progress reportedly gave students the feeling that they were successful and in control of their own learning, engaging students who previously disliked reading and math—including dyslexic children and children in special education—reducing stress, and improving student achievement. These findings are interpreted through Corbett and Wilson's framework for understanding why high-stakes testing often has negative effects and why the implementation of rapid assessment systems could reduce unintended negative consequences of testing.

The Promise of Technology to Confront Dilemmas in Teacher Education

This qualitative study examined the use of WebQuests as a teaching tool in problem-based elementary methods courses. We explored the potential of WebQuests to address three dilemmas faced in teacher education: (a) modeling instruction that is based on current learning theory and research-based practices, (b) providing preservice teachers with sufficient knowledge and appropriate skills for teaching and solving instructional problems given the limited time allocated to methods courses, and (c) preparing preservice teachers to integrate technology in their classrooms. We found that WebQuests, by design, support a problem-based approach to instruction, introduce students to multiple perspectives related to science and literacy teaching/learning, develop pedagogical and content knowledge and skills, and provide learning experiences that integrate technology within the contexts of science and literacy instruction.

Teachers’ use of a verbally governed algorithm and student learning.

The effects of instructing teachers in the use of a verbally governed algorithm to solve students’ learning problems were measured. The teachers were taught to analyze students’ responses to instruction using a strategic protocol, which included a series of verbally governed questions. The study was designed to determine whether the instructional method would affect the number of verbally governed decisions which the teachers made as well as the number of academic objectives achieved by the teachers’ students. A multiple baseline design across three teachers and six students was used to measure the effectiveness of the instructional procedures. The results indicated that the teachers’ students achieved significantly more learning objectives when they used a verbally governed algorithm to solve instructional problems. Applications to teaching of research findings from the basic and applied sciences of behavior require teachers that can function as strategic scientists. In other words, teachers need to analyze the learning problems of individual children and know when and how to apply relevant and tested tactics from the literature. This is the hallmark of differentiated instruction or therapy by evidence-based applied behavior analysis. The identification of effective tactics requires the location of the possible source of the problem as well as the selection of a tactic that is most likely to remediate the problem. Both of these steps require the teacher to complete a contingency analysis of the components of instruction (Greer, 2002; Greer, 2004; Greer, Keohane & Healy 2003; Greer & Keohane 2004;). The pursuit of solutions to particular learning problems involves many of the repertoires that Skinner (1957) characterized as the verbal behavior of scientists. The research that we report here consists of a functional analysis of the relation of these teacher repertoires to students’ learning as well as a basic conceptual analysis (Catania, 1998) of some of the verbal repertoires used by scientists. Hall & Broden (1968) characterized teachers as researchers early on in the applied literature. It

Instructional technologies in developing countries: A contextual analysis approach

This paper proposes an expanded context-based analysis approach for implementing instructional technology in developing countries by calling for the front-end analysis phase of the design process to include an analysis of the socio-cultural, environmental and institutional factors surrounding the instructional problem. Given that there is an increased application of instructional technology in developing countries and limited human capacity to appropriately design instructional technology interventions, it is imperative that instructional designers working in developing countries take into account the contextual factors outlined in the adapted Tessmer and Richey (1997) model. This adapted context-based analysis model for instructional design, if appropriately applied, may increase the probability of successful instructional technology initiatives in developing countries. Although this context-based model was expanded to include factors related to developing countries, the factors described in this paper exist in developed country settings as well. The authors would, therefore, encourage the use of this expanded model in settings that can include, but are not limited to, certain rural and urban areas in industrialized countries as well.