Instructional Practices Research Articles

Evaluation of the implementation of the operational curriculum of the education unit (KOSP) of the school mover of Indonesian language subject in grade 7 SMP Negeri 2 Wanggarasi Pohuwato District, Indonesia

This study examines the implementation of the Kurikulum Operasional Satuan Pendidikan (KOSP) for Bahasa Indonesia in Grade 7 at SMP Negeri 2 Wanggarasi, a participant in the Kurikulum Merdeka reform initiative in Indonesia. The study aims to evaluate how KOSP facilitates curriculum alignment, instructional practices, and assessment strategies while identifying challenges and proposing actionable solutions. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and document analysis to provide an in-depth understanding of curriculum implementation in a real-world educational context. The findings reveal progress in adopting student-centered and project-based learning methods, fostering critical thinking and creativity among students. However, challenges persist, including limited digital literacy among teachers, inconsistent assessment practices, and insufficient resource alignment with curriculum objectives. The integration of technology and the Pelajar Pancasila profile into instruction was uneven, highlighting the need for enhanced professional development and institutional support. This study contributes to the growing body of knowledge on curriculum reform by offering localized insights into the operationalization of the Kurikulum Merdeka. It underscores the importance of teacher readiness, resource accessibility, and collaborative practices in achieving successful implementation. The findings have implications for policymakers and educators and point to future research exploring scalable strategies to address these challenges.

Improving K‐12 Teachers' Use of Sheltered Instructional Practices to Support Multilingual Learners: Results From a National Professional Development Grant

ABSTRACTAccording to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K‐12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed Project English Learners and Teacher Education (ELATE), a professional development program grounded in adult learning theories and centered around the Sheltered Instruction Observation Protocol (SIOP). SIOP is a research‐based instructional framework that aims to prepare teachers to bridge the gap between language and content instruction for MLs. It has the following eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. Limited empirical research suggests that SIOP is a reliable tool for detecting instructional intervention effects. Therefore, the purpose of this study was to (1) add to the empirical research focused on SIOP and (2) determine the impact of an intensive professional development program on in‐service teachers' use of instructional practices for MLs. We implemented a quasi‐experimental study focused on Project ELATE, a 5‐year National Professional Development (NPD) program that trained 170 in‐service teachers in providing quality instruction for MLs. The primary goal of Project ELATE was to improve in‐service teachers’ knowledge and instructional skills for supporting and teaching MLs. Training included graduate courses, clinical experiences, video demonstrations, a conference, and instructional coaching. Data sources included pre‐ and post‐program observations, interviews, and written reflections. Results showed statistically significant SIOP score increases for participants from pre‐ to post‐program on all eight components, while controls showed no significant increases. Overall, the findings provide evidence that Project ELATE significantly improved teachers' ability to use sheltered instructional practices. Qualitative data highlighted that participants benefited from feedback from multiple sources, including an English as a Second Language coach, video observations, and professional learning communities. In summary, this NPD program demonstrated success in improving teachers' instructional practices for MLs.

Exploring the Preservice Teachers’ Work to Label the Plants in the Faculty Garden

This descriptive qualitative case study aims to find out the pre-service science teachers (PST)’ confidence about instructional practice in outdoor setting, their knowledge about the plants and it explores the two research questions: To what extent do the preservice science teachers have confidence to teach in the outdoor settings? (1) and What are the preservice teachers’ knowledge about the plants that they see on a daily basis? (2). To do this, it was reported the entire activity of two voluntary pre-service science teachers (PST)’ work to label the plants at the faculty garden. The data collection encompassed rounds of semi-structured interviews, observations and a portfolio was prepared. The protocol addressed preparation for the connection to everyday life, their General Biology Course and for their collaboration. Preservice science teachers labelled in total 124 plants from 14 species by focusing on mostly the trees. They reported that their main challenge is to label the family Pinaceae, although they have seen these plants almost daily for over two years. They reported that this practice-based instructional work at the faculty garden enhances their knowledge and confidence to teach in the outdoor settings. Keywords: biology education, outdoor learning environments, out-of-school teacher education, pre-service teacher education, science education

Classroom Instructional Practices in Light of the Components of Mathematical Proficiency

The study aimed to reveal the reality of classroom instructional practices of high school mathematics teachers in light of the five components of mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. It relied on the descriptive approach. The study tool was an observation card that included 38 practices distributed across the five components of mathematical proficiency. The study sample consisted of 24 high school mathematics teachers. The findings indicated that the overall level of instructional practices of high school mathematics teachers, in light of the five components of mathematical proficiency, was average. Three components showed an average level of practice, while two components showed a low level. The component strategic competence ranked first, followed by conceptual understanding and procedural fluency. The productive disposition component ranked fourth, and adaptive reasoning ranked fifth and last. The study recommended that training courses focusing on mathematical proficiency be developed for high school mathematics teachers. KEYWORDS Mathematics teachers, conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive desire

Teachers Co-Designing and Enacting Elementary Data Science Curriculum through Connected Learning

We detail a research-practice partnership between an elementary school and educational researchers with a common goal of increasing data science literacy among rural elementary students. Drawing on connected learning theory and using the CT-STEM taxonomy of practices, we co-developed data science units with teachers and they subsequently implemented them in classrooms. Connected learning was used to envision the unit co-design process. In that regard, we assisted teachers in drawing on students’ interests when selecting real-world problems to solve during the design of data science units and providing learning opportunities mirroring what students enjoy and engage in outside of school. Qualitative methodology guided the data analysis of observations, reflective journals, interviews, and curriculum artifacts. Five primary themes emerged describing the teachers’ approach in relation to connected learning when co-designing and implementing the units, implying that effective data science instruction for elementary school students might be intentionally designed for student interests and experiences, be locally relevant, model and foster group work and peer collaboration, encourage student agency through production, and meld disciplinary standards and content with prior and new instructional practices. This research suggests connected learning can guide educators in planning and enacting data science units and lessons in elementary classrooms.

Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature

This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these frameworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC we analyzed 38 empirical studies, focusing on the teachers’ PL experiences and the resulting self-perceived professional growth across its various domains. The findings indicate that while formal PD sessions (e.g., structured workshops and seminars) support skill development, they often yield mixed results due to their limited adaptability to specific contextual needs. In contrast, informal PL approaches, like mentorship and peer collaboration, foster reflective and practical growth. Combining both PL methods provides the most comprehensive benefits, blending structured learning with the flexibility of informal settings. This review underscores the need for hybrid PL models that address collective and individualized growth pathways, recommending future research into context-sensitive, mixed PL designs to effectively support in-service teachers.

Formative Assessment Instrument to Enhance Teachers' Information Literacy Skills Based on the DIKW Theory

This study explores the integration of the DIKW (Data, Information, Knowledge, Wisdom) framework into formative assessment practices to enhance teachers' information literacy skills. Utilizing a design-based research (DBR) methodology, we developed and tested a formative assessment instrument specifically aimed at improving teachers' competencies in navigating and utilizing information effectively. The research investigates how the DIKW model can scaffold specific dimensions of information literacy, including critical evaluation of information sources, effective synthesis of information, and practical application of knowledge in teaching contexts. Additionally, the study examines teachers' perceptions of the effectiveness of the formative assessment instrument designed based on the DIKW framework. Findings indicate that the integration of the DIKW framework not only boosts teachers' confidence and competence in managing information but also enriches their instructional practices. This research contributes to the ongoing discourse on professional development in education, emphasizing the importance of reflective practices and structured assessment tools in fostering effective teaching and learning environments.

Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis

Abstract Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary with English proficiency and grade levels. The findings reveal that students valued diverse instructional methods, including specific strategies and engaging activities like games. However, they generally lacked autonomy in learning vocabulary, showing a tendency to rely on teacher instruction. The analysis also suggests that the students’ beliefs varied according to their English proficiency and grade levels. More proficient learners preferred strategy-focused instruction, while senior secondary students favoured more explicit instruction from teachers. Open-ended responses underscored the multifaceted and nuanced nature of students’ beliefs about vocabulary teaching. The study highlights the importance of promoting autonomous vocabulary learning, balancing engaging and conventional activities, and tailoring instruction to accommodate diverse needs across different proficiency and grade levels. We also provide insights for future studies on learner beliefs about vocabulary teaching.

Exploring the relationships between kindergarten educators’ certification area, perceived control, instructional practices, and career satisfaction

ABSTRACT This paper examines the relationships between certification area, perceived instructional control, instructional practices, and career satisfaction among a nationally representative sample of kindergarten teachers. Through an exploratory descriptive analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort:2011 data, we find that teachers with early childhood certification tend to report lower perceived control than those with elementary-only certification. However, when early childhood certified teachers perceive higher control, they are more likely to implement developmentally appropriate instructional practices. Regardless of certification area, higher perceived control is related to higher career satisfaction. We highlight implications for research and practice, including the continued training and education of elementary school teachers and leaders in the unique nature of early childhood education. Drawing upon self-determination theory, we also suggest that early childhood teacher educators think about how their preparation program might address pre-service teachers’ needs for autonomy, support, and relatedness.

Writing Paragraphs: Strategies and Experiences of Bachelor-Level Learners

Paragraph writing is a fundamental skill in academic writing, requiring learners to articulate a single theme supported by coherent evidence. This study investigates the strategies employed and experiences encountered by first-year Bachelor in Education (B.Ed.) learners in writing paragraphs. Employing a mixed-methods approach, the research integrates a quantitative cross-sectional survey of 295 participants with a narrative inquiry involving five interviewees. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) for univariate, bivariate, and multivariate analyses, while qualitative data were gathered through semi-structured interviews, which were audio recorded, transcribed, coded, categorized, and thematized. The findings reveal that a majority of learners (65.8%) adopted ‘planning’ as a pre-writing strategy, while 55.3% engaged in ‘editing’ and 40.7% sought ‘feedback’ as post-writing strategies. Notably, significant differences were observed between learners from public and private schooling backgrounds, particularly in the use of ‘planning’ and ‘editing’ strategies, both demonstrating moderate effect sizes. Additionally, learners reported receiving more guidance on writing points than crafting complete paragraphs, resulting in inadequate feedback on paragraph organization. These findings highlight the need for instructors to provide explicit instruction, detailed feedback, and structured support in paragraph writing. The study underscores the importance of equipping learners with comprehensive strategies to enhance their paragraph-writing skills, bridging gaps between instructional practices and learner needs. This research contributes to understanding writing strategies and experiences in the context of tertiary-level education and suggests practical pedagogical implications for improving paragraph-writing instruction.

Unfolding University Instructors’ Perspectives on Translanguaging Practices in English Medium Instruction at a Polish University: A Qualitative Analysis

Unfolding University Instructors’ Perspectives on Translanguaging Practices in English Medium Instruction at a Polish University: A Qualitative Analysis

Exploring the Influence of Head Teachers’ Instructional Supervision on the Development of Competencies in Lesson Preparation for Science and Elementary Technology Teachers in Public Primary Schools in Gasabo District, Rwanda

This study investigates the influence of head teachers' instructional supervision on the competences of science and elementary technology teachers in public primary schools in Gasabo District, Rwanda. Effective instructional supervision is crucial for developing teachers' abilities in lesson preparation, which is vital for improving student learning outcomes. The theoretical framework is grounded in the Teacher Professional Growth theory. Using qualitative design, the study surveyed a population of teachers and head teachers from 40 public primary schools in Gasabo district, whereby 132 people including both teachers and head teachers were targeted. Purposive sampling techniques were utilized, resulting in a sample of 5 head teachers and 24 teachers who were selected by the mean of snowball sampling technique. Data collection involved qualitative methods, including interviews and document review, with thematic analysis applied to analyze research data. The findings reveal that head teachers often neglect pre-observation conferences and fail to provide constructive feedback after classroom observations. This lack of comprehensive supervision hinders teachers' professional development and their ability to effectively prepare lessons. The study shows a clear link between the involvement of head teachers in instructional supervision and the improvement of teachers' competences in lesson planning. The study concluded that low levels of head teachers' involvement in instructional supervision practices had a direct negative influence on the development of competences in lesson planning among science and elementary technology teachers, which in return affected their ability to effectively plan and implement their lessons. To address these issues, the study recommends that head teachers conduct regular pre-observation conferences and offer meaningful feedback to teachers. Additionally, it suggests that Sector Education Inspectors should frequently inspect schools to ensure proper implementation of instructional supervision practices. Furthermore, continuous professional development for head teachers is advised to enhance their supervisory skills. The research highlights the importance of effective instructional supervision in fostering teachers' professional growth and improving educational outcomes. By implementing the recommended practices, schools in Gasabo District can better support their teachers, ultimately benefiting students' learning experiences.

“If we could look at kids as a whole”: Teachers negotiating science of reading approaches with multilingual learners

ABSTRACT “Science of Reading” approaches are prevalent in U.S. schools, but have not adequately addressed cultural and contextual factors for teaching in bilingual programs. Using cases from three bilingual teachers, we explore how teachers negotiated their biliteracy instruction after their district implemented a Science of Reading approach based on the simple view of reading. Data included coursework and interviews and were analyzed iteratively. Findings from this study show how Science of Reading approaches developed teacher knowledge of English foundational skills. However, participants interrogated the direct application of a simple view of reading to Spanish literacy and questioned instructional practices designed from a monolingual view for application with multilinguals. Teachers leveraged supports in their contexts and their professional and personal expertise to adapt and enhance their instruction. Issues of equity and access were raised since not all teachers shared this prior knowledge or contextual supports. Study findings point to the need for fostering pedagogical clarity within cultural contexts, preparing educators for critical decision-making in literacy reform. We call for approaches that recognize the unique cultural and linguistic resources of multilingual learners and their teachers.

The effectiveness of ChatGPT in assisting high school students in programming learning: evidence from a quasi-experimental research

ABSTRACT Programming education gains importance in high schools as the digital age progresses. However, the openness and adaptability of programming languages present unique challenges for instructional practices compared to other subjects. While traditional instructional tools offer limited support, ChatGPT, a groundbreaking Generative Artificial Intelligence, has shown impressive capabilities in natural language processing and knowledge generation. This study explored whether ChatGPT can transcend existing limitations and improve programming education through a quasi-experimental approach with post-hoc interviews in high school classrooms. A total of 153 students participated, and the results from MANCOVA and ANCOVA analyses revealed that students using ChatGPT reported lower levels of flow experience, self-efficacy, and learning achievement compared to those utilizing conventional methods. Post-hoc interviews further revealed that students felt ChatGPT's effectiveness in facilitating their programming learning fell short of their initial expectations. These findings highlight the need to carefully consider the complexity of programming learning tasks and students' cognitive, affective, and interactive dimensions when integrating AI technologies into education. We discuss the implications and provide thorough pedagogical strategies, specifically the guidance–practice–transformation (G–P–T) mode, to maximize the potential of AI tools and support high school programming education, emphasizing the balance of technological innovation with learning best practices.

Leveraging opportunities for self-regulated learning in smart learning environments

Abstract Smart learning environments provide students with opportunities to engage in self-regulated learning (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology to examine the SRL supporting instructional practices of five third-grade teachers as they implemented a science unit embedded within a smart learning environment which enabled student engagement in SRL processes. The identified set of instructional practices was used to formulate the teachers’ SRL support profiles, which indicates the extent to which teachers provided students with opportunities to regulate the cognitive aspect of SRL. Our findings indicated that teachers’ interactions with the smart learning environment varied from teacher-focused use, restricting opportunities for SRL engagement, to student-focused use, leveraging opportunities for student engagement in SRL. These results demonstrate that, while smart learning environments potentially provide rich contexts for students’ engagement in SRL, how teachers use this environment through their SRL-supporting instructional practices determines students’ actual engagement in SRL.

Integrating intelligent algorithms in music education to analyze and improve posture and motion in instrumental training

This paper presents an innovative Artificial Intelligence (AI)—based system for real-time posture analysis and correction in instrumental music training. The system integrates OpenPose-based Convolutional Neural Networks (CNN) for skeletal tracking, Dynamic Time Warping for motion pattern analysis, and K-Nearest Neighbors (K-NN) for posture classification. Through a 16-week experimental study involving 18 music students, the system demonstrated significant improvements in learning outcomes compared to traditional methods. Key findings include (a) 33.3% faster technique acquisition in AI-assisted learning compared to traditional methods; (b) 18.6% higher posture improvement rates by week 16; (c) 40.2% better self-correction capabilities; and (d) 95.1% retention rate of correct posture after 6 months. The system processes video input at 120 fps with a total latency of 30 ms, achieving 94.3% accuracy in posture detection and 91.2% in motion pattern matching. The research establishes a comprehensive framework for integrating AI technology in music education, providing continuous, objective feedback during practice sessions. This approach addresses the critical gap between supervised instruction and individual practice, potentially reducing the risk of performance-related injuries through early detection of posture deviations.

Understanding Syntactic Deviations of Sentence Derivation in Student English: A Study within the Minimalist Program

This study explores the syntactic deviations in written English by freshmen EFL students at Saudi universities focusing on their implications for understanding syntactic competence. The research investigates 105 students' compositions to pinpoint the most frequent and notable syntactic errors, employing the Minimalist Program (MP) by Noam Chomsky. The objective is to root these deviations within a solid theoretical background, thereby scientifically elucidating their causes and enhancing strategies for explaining syntax using the latest Chomskyan MP approach. The findings reveal that the most common syntactic deviations include verb complement errors (22.43%), tense and agreement discrepancies, (21.14%) and omissions of critical syntactic elements like prepositions (9.28%) and determiners (3.42%). These errors are systematically categorized and analyzed using MP mechanisms, which facilitates a deeper understanding of the theoretical bases upon which syntactic structures are formed and analyzed. This methodological approach helps in understanding the origins of observed errors, providing a well-grounded justification for deeming certain expressions incorrect in daily language practices. Ultimately, this analysis not only illuminates the common challenges faced by these learners but also suggests more effective teaching strategies. By leveraging a profound and clear understanding of MP, the study provides insights into the practical and deep reasons behind linguistic errors, enhancing both theoretical knowledge and instructional practices in the field of EFL.

Exploring pre-service English language teachers’ readiness for AI-integrated language instruction

ABSTRACT Recent advancements in artificial intelligence (AI) technologies have created new opportunities in education. While existing research has largely focused on AI’s role in educational contexts and teachers’ perceptions of AI-supported learning, there remains a notable gap in understanding teachers’ readiness to integrate AI into their instructional practices. This study addresses this gap by exploring pre-service English language teachers’ (PELTs) readiness to incorporate AI into their future classrooms, specifically examining their confidence in using AI, attitudes towards AI, and perceived needs for training and support. The study involved nine PELTs enrolled at a state university in Türkiye and employed a qualitative methodology. Data were collected through reflective journals and semi-structured interviews, and thematic analysis was used to identify key findings. Results revealed that PELTs generally hold positive attitudes towards AI-supported education but emphasize the need for targeted training and additional support to implement AI effectively in their teaching practices. These findings underscore the importance of enhancing AI-related training programs for pre-service teachers to facilitate the integration of AI in education. Future research with larger and more diverse samples is recommended to validate these results and provide robust insights for policymaking and curriculum development.

Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation

This study examines how primary school principals navigate and influence curriculum reform through instructional leadership. Using a qualitative approach, data were gathered from semi-structured interviews and structured observations with three purposefully selected principals, guided by the Principal Instructional Management model. Interview questions focused on three core areas—developing the school mission, managing the instructional program, and fostering a positive school climate—allowing principals to share insights on their leadership strategies, challenges, and engagement in curriculum reform. Observations captured real-time practices, such as classroom visits, teacher interactions, and feedback sessions, to provide a comprehensive view of their instructional leadership roles. Thematic analysis revealed that principals actively shape school missions by integrating personal beliefs, educational agendas, and curriculum policy knowledge. They engage in reflective practices such as meetings and retreats to reinforce the school’s vision among teachers, manage instructional programs through routine and random checks, motivate teachers with positive feedback, and promote a positive climate by supporting social cohesion and addressing teachers’ personal needs. These findings underscore the multifaceted nature of instructional leadership, where principals balance personal convictions with policy-driven mandates. Recommendations include targeted professional development and formal policy recognition of instructional leadership to empower principals in leading reform efforts.

The Effect of Information Technology to the Performance of English Teachers in Selected Vocational Schools

Vásquez-Pajuelo et al. (2024) and Chaipidech (2022) have highlighted the growing use of digital tools in vocational schools, particularly for teaching English. The COVID-19 pandemic has accelerated the shift toward digital literacy, necessitating enhanced technological competencies in educational professionals. Chaipidech et al. (2022) highlight the potential of IT in facilitating individualized learning experiences, providing real-time feedback, and encouraging collaboration through online practice communities. Research shows that when educators have the appropriate digital skills and resources, their instructional practices improve, leading to improved student engagement and learning outcomes. However, there are still significant gaps in research, particularly in the China, where the digital divide and lack of comprehensive training programs pose challenges. The study reveals gaps in teachers' understanding of ICT's potential benefits due to inadequate infrastructure, technological support, and professional development. Despite positive attitudes, limited training and limited resources hinder ICT integration. The study suggests specific training programs, better ICT facilities, and a well-thought-out plan to make the most of ICT's effect on vocational school teachers' work and students' grades.