Instructional Planning Research Articles

Experienced teachers’ identity based on their I-positions: an analysis in the catalan context

ABSTRACT Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions (to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals) as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: instruction and school management; instruction and improvement of educational practice; education of children and teaching students; and education of children and improvement of educational practice. Comparative research on teachers’ I-positions could be conducted in different contexts.

Teaching with social media: evidence-based strategies for making remote higher education less remote

Purpose As higher education moves to formats that are not face-to-face classes in the wake of a global pandemic, educators need research-based guidelines to inform instructional planning and implementation. This study aims to provide recommendations for teaching with social media, as a complement and enhancement to traditional online teaching approaches. Design/methodology/approach The study draws on reviews of the research literature and the authors’ own experiences in studying and integrating social media into remote teaching and learning in university settings. Findings Learning environments that blend asynchronous online elements, where students can go at their own pace, on their own time, have some choice over their learning and are regularly and meaningfully engaging with other students, their teacher and the subject matter are most successful for student learning. Social media, with its affordances for personal profiling, relationship-building, content creation and socializing, when thoughtfully integrated into an online education plan, can help students and teachers stay connected while apart, enhance students’ engagement and make remote learning seem less remote. Practical implications The paper includes instructional guidelines for instructors and instructional designers in various post-secondary settings who seek to integrate social media as part of their strategy for remote higher education. Originality/value This study fulfills an identified need for pragmatic approaches to online higher education using social media.

Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya

Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets.
 Keywords: Planning, Skills, Quality, Performance, Sciences HODs

Do Specific Pedagogies and Problem-Based Teaching Improve Student Employability? A Cross-Sectional Survey of College Students.

Higher education policy and manpower training have failed to meet the requirement of rapidly changing society and employers’ expectation in Taiwan, resulting in a significant gap between university education and employment. Student employability should also be a focus of all higher education institutions, although whether a high degree of student learning outcomes can represent a high degree of student employability is still unclear. This study explores the relationships among pedagogy for employability, the problem-based teaching mode, absorptive capacity, and student employability in higher education institutions (HEIs). Based on analysis of a total sample of 553 undergraduates from 16 Taiwanese HEIs using structural equation modeling, the results show that the influences of pedagogy for employability and the problem-based teaching mode on absorptive capacity and student employability are positively statistically significant. Based on the findings, specific suggestions and managerial implications for HEIs, curriculum and instruction planning, and future research are provided.

스토리텔링 기법을 활용한 초등학교 음악 감상 수업 설계 방안

본 연구는 스토리텔링 기법을 활용하여 초등학교 음악 감상 수업을 설계하고 적용하는데 목적이 있다. 이를 위해 본 연구에서는 음악 감상교육, 스토리텔링 기법에 대한 이론적 배경을 살펴보고 이를 바탕으로 스토리텔링 기법을 활용한 초등학교 음악 감상 수업모형을 설계하여 예시곡 「빌헬름텔 서곡」에 적용하였다. 본 연구는 다음과 같은 시사점을 제언하고자 한다. 첫째, 스토리텔링 기법을 활용한 음악 감상 수업은 학생들이 흥미를 가지고 능동적인 자세로 수업에 참여할 수 있게 한다. 둘째, 새로운 수업 방식의 접근으로 예술적 경험과 창의성과 표현력의 신장이 가능할 것이다. 셋째, 예술적 표현 영역을 확대할 수 있는 다양한 기회를 제공한다. 넷째, 스토리텔링 학습법의 적용을 통해 음악 감상 교육의 다양한 형태의 학습 활동이 가능하게 한다. 본 연구를 통하여 학습자가 능동적으로 참여할 수 있고 상호작용이 가능한 음악 감상 수업에 도움이 되기를 기대한다.

Development and Validation of Tool for Assessment of Prospective Teachers Professional Dispositions of Instructional Planning and Strategies (DIPS).

The present study aimed to develop and validate an instrument by employing quantitative measures for the assessment of prospective teachers professional Dispositions of Instructional Planning and Strategies (DIPS) in line with National Professional Standard for Teachers in Pakistan (NPST) developed by Ministry of Education (MoE) as policy guideline in the context of Pakistan. The instrument was employed to 424 prospective teachers in the Institute of Education and Research University of Punjab using stratified sampling with the representation of prospective teachers form all programs, semesters, and gender. Five dimensions of DIPS Scale namely, Critical Thinking and Multiple-ways of Problem Solving, Team Work and Cooperative Learning, Collaboration and Cooperation, Enabling Students for Independent Learning, Attainment of Curriculum Goals were identified. The Cronbach Alpha reliability of the instrument was found 0.8. The finding provides preliminary evidence of a valid and reliable tool for the pre-service teachers in Pakistan.

Impact of using the imaginative learning strategy on the comprehension level of historical events among the fourth grade students in Southern Badia Directorate: أثر استخدام استراتيجية التعلّم التخيلي على مستوى فهم طلبة الصف الرابع في مديرية البادية الجنوبية للأحداث التاريخية

The study aimed to identify the impact of using the imaginative learning strategy on the comprehension level of historical events among the fourth grade students. To achieve the objectives of the study, the semi-experimental approach was adopted due to its suitability to the nature and objectives of the research. The researcher prepared instructional plans for the lessons of the sixth unit of the fourth grade book through the use of the imaginative learning strategy. She also prepared a test for the comprehension of the historical events and applied it to a sample of (73) female students from Rashid Elementary Mixed School of the Southern Badia Directorate in Ma’an province, which was intentionally selected. The sample members were distributed to two groups: experimental who studied the book by using the imaginative learning strategy and the control group who used the traditional method. After conducting the statistical analysis, it was found that there was an impact on the use of the imaginative learning strategy on the comprehension level of historical events among the fourth grade students

COMMENT LES CONCEPTIONS DE LA PLANIFICATION DES COURS D’ENSEIGNANTS DE LA FORMATION PROFESSIONNELLE EVOLUENT-ELLES ? UNE ANALYSE LEXICALE

La planification des cours constitue une compétence professionnelle cruciale de la profession enseignante. Des recherches ont mis en évidence l’évolution des conceptions des enseignants quant à la planification au cours de leur formation. Cet article se distingue puisqu’il positionne les conceptions des enseignants en formation par rapport à leurs formateurs et mentors, ainsi que leurs collègues chevronnés. Les résultats décrivent le lexique mobilisé par ces différents groupes et les changements inférés en cours de formation, ce qui permet de dégager des implications pour la formation et la recherche en enseignement.

E-learning training in work corporations: a review on instructional planning

PurposeThe purpose of this study is a bibliometric and descriptive review of the literature on instruction planning of training offered in the e-learning modality in work corporations to identify methodologies and experiences that will serve as a model for professionals working in planning e-learning training in the corporate context.Design/methodology/approachThe timeline from 2010 to 2020 was adopted. Data were extracted from five databases and were compiled in the software Zotero. Based on defined criteria, 260 productions were identified. The interrelation and metric presentation of the data from these studies were done in the software VosViewer. Subsequently, were selected only free access papers, resulting in 64 publications. From these, the authors chose six empirical studies for a descriptive analysis based on specific criteria.FindingsThe range of hardware and software platforms has stimulated the use of virtual reality (VR) and augmented reality and artificial intelligence (AI) resources in corporative training. The use of management tools such as voice of customer (VOC) and quality function deployment (QFD), can support those responsible for instructional planning. The literature presented important elements that should be considered for the proper planning of an e-learning training: learner: feedback, control of self-learning process, classification of cultural profiles in the case of courses in which participants are geographically distant and training management: content and delivery mode of instruction.Originality/valueThe authors selected six empirical studies that presented models, systems or experiences on training planning to support decisions in this area. This study contributes to the area of T&D showing an updated context of practices for the implementation of training systems that have been adopted in several countries. The authors present quantitative indicators of scientific production using two additional software to support the bibliometric review, namely, Zotero and VosViewer. This study used five databases and a research equation to systematically present the current panorama of research on training planning from the perspective of the areas of management and organizational psychology.

E-learning training in work corporations: a review on instructional planning

PurposeThe main purpose of this work is a bibliometric and descriptive review of the literature on instruction planning of training offered in the e-learning modality in work corporations to identify methodologies and experiences that will serve as a model for professionals working in planning e-learning training in the corporate context.Design/methodology/approachThe timeline from 2010 to 2020 was adopted. Data were extracted from five databases and were compiled in the software Zotero. Based on defined criteria, 260 productions were identified. The interrelation and metric presentation of the data from these studies were done in the software VosViewer. Subsequently, were selected only free access papers, resulting in 64 publications. From these, we chose 6 empirical studies for a descriptive analysis based on specific criteria.FindingsThe range of hardware and software platforms has stimulated the use of virtual reality (VR) and augmented reality (AR) and artificial intelligence (AI) resources in corporative training. The use of management tools, such as Voice of Customer (VOC) and Quality Function Deployment (QFD), can support those responsible for instructional planning. The literature presented important elements that should be considered for the proper planning of an e-Learning training: learner: feedback, control of self-learning process, classification of cultural profiles in the case of courses in which participants are geographically distant and training management: content and delivery mode of instruction.Originality/valueWe selected 6 empirical studies that presented models, systems or experiences on training planning to support decisions in this area. This article contributes to the area of T&D showing an updated context of practices for the implementation of training systems that have been adopted in several countries. We present quantitative indicators of scientific production using two additional software to support the bibliometric review: Zotero and VosViewer. This article used five databases and a research equation to systematically present the current panorama of research on training planning from the perspective of the areas of management and organizational psychology.

Implementation of Problem-Based Learning (PBL) Approach in Chemistry Instructional with Context of Tofu Liquid Waste Treatment

This research aims to determine the effectiveness of the Problem-Based Learning (PBL) approach implementation in chemistry instructional with the context of tofu wastewater treatment. This research used mixed methods with concurrent embedded research strategies and pre-experiment one-group pretest-posttest design. The subject of this study consisted of one chemistry teacher as a presenter, three teachers as observers, and 34 Class XI students in a High School in Bandung Indonesia. The instruments were lesson plan evaluation format, student worksheet evaluation format, students’ skill and attitude observation format with a content-validated rubric, and test items with the reliability coefficient of Kuder Richardson of 0.73. The research findings indicated that the PBL instructional planning strategy was classified as very good in terms of formulating learning outcomes, learning material compilation, and evaluation tools. The compilation of learning media and instructional stages were in good categories. Students’ performance displayed in all stages of PBL from problem identification to problem-solving was categorized as good. The results also showed that students’ learning outcomes in understanding the concepts of tofu wastewater treatment increased from 50 (the average pre-test score) to 85 (post-test). The increase in learning outcomes was categorized medium with the N-gain score of 0.67. Based on these findings and results, it can be concluded that instructional with the PBL approach can improve students’ learning processes and outcomes in chemistry learning. https://doi.org/10.26803/ijlter.19.5.4

Developing Secondary Pre-Service Science Teachers’ Instructional Planning Abilities for Language- and Literacy-Integrated Science Instruction in Linguistically Diverse Classrooms

ABSTRACT As science classrooms become more linguistically diverse, it is becoming increasingly important that pre-service teachers (PSTs) are trained with the skills and knowledge they need to support science learning for all students, especially English Learners. The purpose of this study was to determine how 11 secondary science PSTs’ instructional planning for language- and literacy-integrated science instruction changed over the course of their participation in two language- and literacy-integrated science methods courses. Data sources included open-ended survey questions, interviews, and participant-created lesson plans, instructional materials, and reflections. Inductive and deductive qualitative analyses were employed to identify themes across participants and data sources. Results suggest that, following participation in the methods courses, more PSTs integrated language- and literacy-integrated science practices into their instructional materials than prior to the intervention. Further, important changes in the nature of integration were observed. Results add to the emerging literature on preparing secondary science PSTs to teach in linguistically diverse classrooms and have implications for science teacher education and student learning.

The Educational Needs of the Social Sciences High School teachers

This study is intended to survey the educational needs of the social sciences high school and guidance school teachers in Isfahan. Hence, the educational needs of high school teachers for teaching skills, counselling, Audiovisual - aids, psychology, evaluation, planning and human relations were classified and studied. The population under study comprised of all social sciences teachers, male and female, teaching at high school and guidance schools in Isfahan. 155 teachers were elected by cluster sampling .
 The research methodology was one of descriptive survey and the instrument comprising of 32 close questions on Likert scale. Next,the collected data was analysed using the descriptive and inferential methodology. The result of the study indicated that ranking high school teachers with reference to educational needs were not equal and that ranking the educational needs of teachers consisted as the following priority:
 1.technology and educational aids. 2. Educational psychology. 3.counselling and advisory services. 4.teaching skills. 5.evaluation skills. 6.instructional planning. 7.human relations.

Seeing students at scale: how faculty in large lecture courses act upon learning analytics dashboard data

ABSTRACT Despite their increasingly widespread adoption in post-secondary education, scholars and practitioners know very little about the impact of digital data displays on instructors’ sense-making and academic planning. In this manuscript, I report the results of comparative case studies of five different introductory physics instructors at three institutions who used data dashboards as part of an active learning approach called ‘Peer Instruction’. Instructors expressed frustration with the ways that data displays undermined their existing pedagogical strategies. They were stymied by a lack of clarity on how data is assembled and imbued with meaning, which limited their own sensemaking about the data. They also expressed concerns about how the dashboards facilitated data collection about their instructional planning and decision-making.

Undermining teaching: How education consultants view the impact of high-stakes test preparation on teaching

The outcomes of high-stakes tests (HST) in New York schools have consequences for teachers and administrators, as students’ results became quality indicators for school administration and instruction. Education consultant’s views offer an independent perspective of the HST environment. Data were collected from education consultants through a survey and interviews. Findings linked HST with reduced teacher control in instructional planning, curriculum narrowing and increased test preparation. These practices were associated with decreased collaboration and increased teacher and administrator stress. Foucault’s “governmentality” and concepts of neoliberal education policy framed aspects of the study. This study indicates that the consequences of HST require critical interrogation as HST practices have adverse impacts on teacher and administrator agency and student outcomes.

Effects of Number Sense-Based Instruction on Sixth-Grade Students’ Self-Efficacy and Performance

In this study, the effects of number sense-based instruction on students’ mathematics-related self-efficacy and performance were studied. Self-efficacy relates to both mathematics and number sense, while student performance consists of their number sense, problem solving, general mathematical achievement, and recognition of mathematics in daily life. This was an experimental study where both quantitative research and pretest/posttest control group designs were utilized. The fifteen-week study was conducted with a group of sixth-grade students attending a public school located in the Cankaya district in Ankara Province, Turkey, including thirteen weeks to implement the instructional plan and two weeks for employing the scales. During this process, while students in the test group were introduced to number sense-based training, the control group adhered to the regular syllabus where teachers based most of their instruction on textbooks. The study, beyond its demonstration of number sense, also evaluates number sense development in the context of an instructional plan designed for long-term implementation and contributes to the study of changes in other variables involved in development. Throughout the study, the Number Sense Test was used to identify the number sense of students. The Mathematics Self-Efficacy Perception Scale was used to assess their self-efficacy. The Number Sense Self-Efficacy Scale was used to identify their number sense self-efficacy. The Mathematics in Daily Life Survey was used to assess their recognition of mathematics in daily life. The Problem-Solving Test was used to assess their achievement in solving problems, and end-of-term grading was used to identify their overall mathematical achievement. Data were analyzed with multivariate analysis of variance (MANOVA) tests using SPSS 15.0 (SPSS Inc., Chicago, Il). The results of the analyses revealed that students who received instruction based on number sense experienced significant improvement in their number sense, their recognition of mathematics in daily life, and their problem-solving achievements compared to students who received only regular instruction. Number sense-based instruction did not create any significant changes in mathematics self-efficacy, number sense self-efficacy, or the overall mathematical achievements of the students.

Uniting epistemological perspectives to support contextualized knowledge development

The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers’ knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers’ learning and knowledge development through awareness. This theoretical article proposes that uniting both epistemological perspectives is beneficial for developing teachers’ contextualized knowledge of how to teach at all phases of career development, and especially early on. In so doing, action and reflection are positioned as central to the development of teachers’ knowledge, and affordances from both the deliberate and the aware perspectives are articulated. Specifically, this article explains why uniting the two perspectives supports better sense-making, more refined instructional planning, and more responsive teaching, before offering a united reflection model. These processes are then discussed in the context of video coaching interventions for early-career teachers. After presenting a blueprint for video-based reflection and key design features that could support teachers’ learning, important differences compared to other reflection models are discussed and implications for (the design of) teachers' professional development based upon this united perspective are presented.

Design and Development of Competency-based Instructional Model for Instruction Delivery for Learning Disabled using Case Based Reasoning

Pedagogical policies are designed for organizing and sequencing the instruction plan provided to the learner, for supporting learning activities and deciding which learning environment will be suitable for what kind of learner. In this paper, a multi-level pedagogy model named competency-based instructional model (CBIM) is presented for LD learners. The pedagogy policies are recommended based on the CBIM model, it takes problematic skills of the learner as input and delivers a learner-centric instruction plan (IP) according to the problematic skill. For the implementation of CBIM model, case-based reasoning approach is used and CBRI and observation models are proposed.

Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation

With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This column shares several recommendations with teachers for designing, implementing, and evaluating the effectiveness of lesson plans that incorporate paraeducators in the inclusive setting. A lesson plan template is provided and discussed, and guidance is provided for teaching paraeducators evidence-based practices (EBPs) using behavioral skills training and supporting them in using EBPs during instruction.

Capacity building to bridge data use and instructional improvement through evidence on student thinking

While schools and systems across the globe promote data-driven decision making, teachers often struggle to use data, especially from external assessments, to inform daily instruction. In this paper, we examine teacher capacity building for a less typical form of data use - evidence on student thinking. We draw on data from a longitudinal, in-depth qualitative study involving middle school math teachers who were engaged in an instructional improvement project. Findings show that data use occurred when evidence from student thinking was introduced as part of the instructional planning process. This shift was facilitated by an instructional coach whose capacity building efforts with teachers focused on coherence, specifically planning high quality instruction and using data effectively, while also meeting district pacing and unit planning goals. When teachers put new strategies into practice, feedback from formative assessment data allowed teachers to identify and address misconceptions in student thinking. Learning how to use data as part of instruction helped teachers build capacity to reflect on their own practice. Implications for theory, practice, and research are discussed.