Instructional Process Research Articles

Exploring translanguaging in academic discourse through an ecological analytic lens

ABSTRACT This study investigates the manifestation of translanguaging in joint academic courses for Jewish and Arab students studying in a binational Israeli teacher education college. The study focuses on the lectures’ and students’ perspectives. Sources of data included in-depth personal and focus-group interviews with the lecturers and students. Qualitative analyses through an ecological lens revealed a number of interrelated themes suggesting that these courses create academic spaces whereby translanguaging involves the intersection of multilayered pedagogical, psychological, sociocultural and, particularly, political dimensions. The unique data, revealed in this study, demonstrate that ecological dimensions are particularly useful for capturing the nature of translanguaging in complex academic settings. The findings suggest a number of important educational implications for bilingual societies. In particular, our data highlight the necessity to adopt an inclusive language policy in multilingual higher education contexts to secure the status of minoritized languages, encouraging translanguaging in the instructional and assessment processes. Moreover, within the Israeli geopolitical context and other educational settings involving conflicts, teachers and teacher educators should acquire skills and strategies to implement translanguaging effectively as a means to realize shared societies.

The possibilities of using ict in higher pedagogical education

Educational reforms implemented in Azerbaijan focus on establishing a new system by introducing changes in all areas. Defining the level of higher education accurately, as the key component of this system, plays a crucial role in determining an individual’s position in society. In recent years, the development of ICT in our educational system and its alignment with global development standards have become one of the most significant aspects of the globalization process in Azerbaijan. During this period, thanks to the application of ICT in the education system, various projects were developed to restructure the infrastructure of educational institutions and specific efforts were made to utilize computers in the teaching of mathematics. Article 3 of the legislation of the Republic of Azerbaijan on education identifies efficiency as one of the key principles of state policy in the field of education. This principle involves organizing education and scientific creativity using modern methods that are constantly evolving, beneficial and directed toward achieving final outcomes. Naturally, this principle is both important and significant for higher education institutions. Since these institutions prepare the specialists of the future, structuring the instructional process based on the principle of efficiency is the most essential condition for acquiring knowledge. The Ministry of Science and Education of the Republic of Azerbaijan has identified the implementation of competency-based and student-centered education programs, lifelong learning, alignment of higher education with society and the economy, development of scientific research and innovations, and ensuring international competitiveness as key directions for higher education [8]. Guided by these directions, carrying out reforms in higher education, taking into account global experience, and ensuring an innovative approach to education make changes in the organization and content of education at pedagogical universities inevitable. The primary goal of the "State Program on Increasing the International Competitiveness of the Higher Education System in the Republic of Azerbaijan for 2019–2023" approved by the Decree of the President of the Republic of Azerbaijan on November 16, 2018, is to utilize innovative teaching technologies and apply international experience in higher education institutions. The program emphasizes that the transnational education model established in countries such as the USA, Germany, Austria, the United Kingdom, France and Japan should also be implemented in the Republic of Azerbaijan. In many countries around the world, such programs have long been known to be used in the process of teaching algebra. However, this issue has not yet been resolved in the pedagogical universities of our republic. Conflicts have emerged between the high requirements set for mathematics teacher training and the traditional teaching of algebra in pedagogical universities. These contradictions are as follows: 1) The rapid increase in demand for ICT as society develops, yet the weak ICT provision in the teaching of algebra at pedagogical universities; 2) The lack of connection and alignment between the school mathematics curriculum and the algebra curriculum at pedagogical universities, along with the predominance of practical activities aligned with curriculum requirements in schools, while such topics are scarce in algebra courses at pedagogical universities; 3) Inconsistencies between modern pedagogical technologies used in the global education system for teaching algebra and the traditional teaching methods employed in the algebra courses at our pedagogical universities; 4) The shortage of lesson hours allocated to the algebra course, along with challenges in mastering the material, despite the inclusion of program content reflecting modern trends in the development of algebra. Resolving these contradictions requires the efficient organization of the algebra teaching process and the creation of a methodological system based on new instructional technologies, which involve the use of ICT capabilities, mathematical packages and computer programs

Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities

Pedagogical/psychological knowledge (PPK) is a crucial part of teachers’ professional knowledge. We examined the latent structure of preservice teachers’ PPK and its relationship to learning opportunities provided as part of university programs in teacher education: content covered in university courses, and teaching experience provided through internships. Based on a sample of 1036 participants, the results confirmed a four-dimensional structure of preservice teachers’ PPK. Course content explained differences in all dimensions of PPK. Teaching experience incrementally accounted for differences in the dimensions of instruction and individual learning processes and motivation, but not in the dimensions of classroom management or assessment.

Development of Stem-Loaded Teaching Modules with PBL Learning Model to Improve Critical Thinking Skills of Elementary School Students

Critical thinking skills are the ability to solve problems by connecting knowledge in the student's cognitive system, so that they can find and choose solutions that are in accordance with the problems they face. This study aims to develop a stem-loaded teaching module with a PBL learning model to improve students' critical thinking skills. This research adapts the ADDIE development model which is an instructional development process with 5 stages, namely analysis, design, development, implementation and evaluation. The results of this study include: 1) Teaching module with stem content with PBL learning model; 2) The teaching module is very valid with an overall average value of the media validation test of 0.95 and the teaching module developed is very practical quality with an overall average value of the media practicality test of 95.5%; 3) The classical completeness value of the potential effect test obtained high effectiveness results with a percentage of 87%; 4) The module is declared effective with the difference between pretest and posttest scores, as well as the results of the n-gain test with an average of 0.48. The conclusion of this study is that teaching modules with stem content with PBL learning models are effectively used to improve the critical thinking skills of elementary school students. Suggestions from the author for the use of teaching modules in learning that will be implemented should be designed very carefully and pay attention to learning needs, the environment, facilities and infrastructure, and pay attention to the times so that the media developed can be implemented in learning properly, effectively, and efficiently. Learning about photosynthesis should often be trained in order to foster students' skills in understanding the basic concepts of IPAS so that students can think critically and simply in the environment around them. The conclusion of this study is that the teaching module containing STEM with the PBL learning model is effective for improving the critical thinking skills of elementary school students. Keywords: teaching modules, stem, PBL and critical thinking skills

How Does the Novice Become the Expert? An Instrumental Case Study of Procedural Educators

Abstract Purpose The classic paradigm of procedural education in medical training has involved trainees learning and performing invasive bedside procedures and subsequently teaching these procedures to more junior trainees. Many existing resident-as-teacher curricula focus on cognitive domains; there has been a lack of literature examining the transition from learner to teacher in procedural education. This hypothesis-generating instrumental case study explored how expert procedural educators transitioned from novice procedural educators to experts. Method A constructivist approach with semistructured interviews was used to explore the individual narratives and experiences of faculty of the Hospitalist Procedure Service at the University of California San Francisco as they reflected on their journey from learners to teachers, focusing on the faculty of the hospitalist procedure team at the University of California San Francisco. All 12 Hospitalist Procedure Service faculty members received invitations to be interviewed, and 9 agreed to participate. Interviews were conducted between July and October 2023. Results The 9 interviews created a rich and complex picture of the individual experiences and perceptions of procedural teaching. The faculty members varied in experience, ranging from 2 years on the procedure service faculty to more than 15 years of experience. Four main themes emerged from the interviews: methods for building teaching skills, tools that facilitate further educator growth, essential behaviors of effective educators, and common challenges. Inductive thematic analysis revealed trial and error as a major means of building procedural pedagogy and the use of precise communication as a crucial skill to manage learner cognitive load and the emotional challenges associated with learning and teaching procedures. Conclusions The use of precise communication as a tool for both educator and learner to navigate the complexities of procedural teaching highlights the essential role of clear instruction and feedback in the learning process.

The Particularities of the Structural Components of the Students' Educational Process, for Improving Skills in the Instructive-Tourism Practice

The content of the practice in higher education institutions assumes the position of the worker in the field of tourism, who, in addition to office work, is put in the position to go on the route, and this fact can only be achieved through an instructive-tourism practice. The subject of the research focused on the instructive-tourism practice that can have various structural components must be implemented taking into account various aspects of the tourism industry. The methods that provided us with the expected results included the analysis of the specialized literature and the structural aspects of the tourist instructive practice process. All of this presupposes the implementation of some modules for practical field activities, necessary in the training of students' professional skills. Thus, the obtained results lead us to conclude that the diversification of student practices is essential in their professional training.

Effects of subject-specific professional knowledge and skills of physical education teachers on students’ learning progress

AbstractAlthough the subject-specific professional knowledge of teachers is considered to be of central importance with regard to the learning performance of their students, there is only sparse empirical evidence on this issue. Moreover, current studies are primarily limited to the subject of mathematics. The aim of this article is to investigate the significance of subject-specific professional knowledge and skills of physical education (PE) teachers on the practical learning gains of their students based on a panel study. In order to measure both non-contextual knowledge and contextual skills on the teachers’ side, paper–pencil tests as well as video and text vignettes were used as test instruments. On the students’ side, practical sport skills were assessed in a pretest–posttest design to evaluate competence growth with regard to complex sports performance. An effect chain with mediation processes was postulated. Multilevel modeling analyzing 1669 students who were taught by 74 teachers could prove significant performance improvements for the students, but none of the four differentiated knowledge dimensions (content knowledge, non-contextual; pedagogical content knowledge, non-contextual; content knowledge, contextual; pedagogical content knowledge, contextual) of the teachers could explain these learning gains. Thus, the results are in line with various studies in mathematics and suggest that direct effects of teachers’ professional knowledge on students’ learning gains seem to be lost. The results therefore suggest that while basic and broad professional knowledge is required for instructional success, specific expertise in certain competence areas does not lead to additional learning success among students. Further research within the EPiC-PE study is needed to provide a more comprehensive picture of the relationships between professional knowledge and skills, classroom behavior, instructional processes, and learning outcomes.

Validation of the technological process for the production of riamilovir-based solution for aerodispersible administration

BACKGROUND: An important step in the production of riamilovir-based solution for inhalation administration is the validation of critical stages of the technological process. First, a detailed study of all production steps, from the preparation of the initial ingredients to the final packaging, is carried out. Control tests are then conducted, including measuring key process parameters and analyzing the physical and chemical properties of the solution. One of the important aspects of process validation is also the training of production personnel. Proper understanding and adherence to all process instructions and requirements ensures that the process is followed correctly. AIM: Carry out validation activities throughout the stages of the technological process for the production of a solution for inhalation administration based on the active substance “riamilovir”. MATERIALS AND METHODS: The study was carried out using the developed Pilot Industrial Regulations for the production of the medicina. The quality assessment of pharmaceutical substances, excipients and pilot samples was carried out in accordance with the requirements of the State Pharmacopoeia of the Russian Federation and GMP rules. RESULTS: It has been established that the technological scheme for the production of a solution based on the active substance “riamilovir” contains 6 main stages. The greatest risk is observed at the following stages: Auxiliary work 3. Obtaining water — risk of bacterial contamination. Тechnological process 4. Preparation and sterilizing filtration of the solution — risks of insufficient concentration and unsterility of the solution. Тechnological process 5. Dosing the solution into vials is a risk due to underfilling, as well as violation of sterility. CONCLUSION: Validation of the technological process of production of solution for inhalation administration based on the active substance “riamilovir” has been carried out. Critical stages in the technological production process have been identified. The optimal parameters of the technological process have been determined and documented, leading to a predictable result — the release of a high-quality and safe drug.

Project Based Learning to Improve the Learning of English Writing Skill Among Students of XI TKJ 1 Class at SMK Politeknik YP3i Banyumas (A Classroom Action Research at XI Graders of SMK Politeknik YP3i Banyumas in Academic Year 2024/2025)

This research was aimed to enhance the learning of students’ Narrative genre writing skill at SMK Politeknik YP3i Banyumas by using Canva as a technology through Project Based Learning (PJBL) as the instructional media and approach. This research was a classroom action research carried out in two cycles and each cycle had three meetings with the steps of the research consisting of planning, action, observation and reflection. The subjects were 36 students of XI TKJ 1. The data were collected by observing the instructional process, conducting a pre-test and a post-test, conducting an interview, and taking photographs. The instruments for collecting the data were observation checklists, answer sheet, and interview guides. The data were analyzed qualitatively. The observation checklists and interview transcripts were analyzed qualitatively through data collection, data reduction data display, and drawing conclusion. The validity of the research was through process validity, democratic validity, dialogic validity, catalytic validity and outcome validity. The result showed that Project Based Learning (PJBL) effectively enhanced the students’ learning of English writing skill about Narrative genre writing. The use of canva as a technology was through PJBL showing the improvement that the students were accustomed to having writing practice with the process of writing within. It made quite much improvement on the students’ writing learning process in terms of participation, involvement, and achievement. Students should learn individually and in group and produce the real product from their learning and they study involving technology. Based on the enhancement result, the researcher suggested that the teacher could implement canva as a technology through PJBL simultaneously as an effort to enhance students’ Narrative genre writing skill.

Boosting Students’ Learning English Experiences in Islamic Higher Education: The Integration of Artificial Intelligence

The objective of this study is to analyze and elucidate the incorporation of AI technology into the English language instruction process in Islamic universities in Indonesia. It also seeks to identify the obstacles and possibilities that emerge from this integration. The study employed a qualitative methodology, including observations, interviews, and documentation studies to gather data from both lecturers and students at Fatmawati Sukarno State Islamic University (UIN), Bengkulu during the academic year 2024-2025. The findings demonstrated that AI has the potential to enhance the efficiency of English language acquisition by means of tailored and interactive learning. AI facilitates the rapid enhancement of students’ proficiency in speaking, writing, listening, and reading by delivering precise and immediate feedback. Nevertheless, the presence of inadequate infrastructure and a lack of digital literacy among teachers and pupils pose significant barriers that must be surmounted. In order to maximize the capabilities of AI, this paper proposes numerous approaches such as providing training to lecturers, revising the curriculum, and fostering collaboration between educational institutions and stakeholders. Incorporating AI into English language education in Islamic universities not only enhances students’ linguistic abilities, but also equips them to confront worldwide technologies-driven issues.

The effectiveness of Processing Instruction and Production-Based Instruction on the acquisition of the past tense in Greek by child heritage learners: A preliminary study

The study compares the effectiveness of two communicative approaches to grammar teaching, Processing Instruction (PI) and Production-Based instruction with collaborative tasks (PB), on the acquisition of past tense verb morphology by child heritage learners of Greek. Fourteen child learners of Greek, students at a heritage language school in Hungary, participated in the study. Half of them received PI instruction, which focuses only on the input, providing structured-input activities, and the other half received PB instruction, which focuses on the production of output with meaningful collaborative tasks. Both teaching interventions included a short explicit grammar teaching module. A pre-/post-test design was employed, which consisted of two tasks: a written production task and a sentence repetition task. Results revealed significant gains for both PI and PB instruction. However, both teaching interventions yielded better results in the written production task than in the more cognitively demanding sentence repetition task. Additionally, children who had little or no previous exposure to Greek seem to have profited more in the more cognitively demanding task, irrespective of the type of teaching intervention.

Integrating Task-Based Language Teaching with Islamic Values: A Case Study in an Indonesian Islamic Junior High School

The current research is a case study of Task-based English Language Teaching in an Islamic Junior High School (MTs) in Indonesia. The main objective of this study was to explore the implementation of Task-based English Language Teaching at an Indonesian Islamic Junior High School, MTs Negeri 3 Demak. The study was conducted on an English teacher and 32 students of MTs Negeri 3 Demak. To gather data, questionnaires, observation, and interviews were used. The researcher used qualitative data analysis to analyze the results of this study. The collected data showed that the implementation of the lesson was well-implemented and conducted in three phases. They were the opening activity, main activity and closing activity. The findings reveal that TBLT was implemented effectively across three phases: pre-task, task cycle, and language focus, with Islamic principles interwoven throughout each stage of the instructional process. This approach enhanced students’ engagement and language proficiency, promoting meaningful communication while reinforcing cultural and moral values. The study underscores the potential of TBLT to serve as a pedagogical tool in religious educational contexts, offering valuable insights for educators and policymakers on integrating language instruction with cultural and ethical dimensions.

Influence of Family-Related Truancy on Pupils’ Academic Performance in Public Primary School in Kakamega Central Sub-County, Kenya

Education is a continuous process of structured instruction aimed at achieving Sustainable Development Goals (SDGs) through pupils’ academic performance. However, Kenyan primary schools encounter persistent challenges, including low grades, behavioral issues, lack of engagement, and difficulties in mastering basic academic skills, raising significant concerns. Thus, the purpose of the study was to investigate the influence of family-related truancy on pupils’ academic performance in public primary school in Kakamega Central Sub-County, Kenya. The study was anchored on Hirschi (1969) social control theory. The study employed a descriptive survey research design, targeting768 respondents, including 67 deputy head teachers 134 pupils and 567 class teachers. The sample size comprised 256 individuals, consisting of 24 head teachers, 45 pupils and 205 class teachers, selected using a stratified random sampling technique. Data were collected through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study, demonstrating a Spearman’s rank correlation coefficient of 0.74. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data were analyzed for common themes, organized, and discussed within the study’s main objective areas, with relevant quotations used to present findings. The research findings indicated a statistically significant correlation (p=0.00 at α = 0.05) between causes of family-related truancy and pupils’ academic performance in public primary schools. Therefore, it is recommended that education policymakers devise and execute comprehensive guidelines and support systems to effectively manage and mitigate the various causes of truancy stemming from family. The information provided by this study will benefit policymakers, community members and academicians.

Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher

ABSTRACT To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when combined with human teacher scaffolding, significantly improved the students’ instructional design performance relative to receiving human teacher scaffolding only. The chatbot provided valuable suggestions on instructional design frameworks, class activities and teaching topics during the “explore” phase. In the “evaluate” phase, the chatbot offered immediate feedback on the students’ design plans and proposed alternative instructional frameworks regarding areas for improvement. However, the students expressed concerns about the chatbot’s evaluation quality, noting that it needed to be better aligned with the course assessment rubric. We recommend using AI chatbots for instructional design conceptualisation, although we emphasise the critical role of human teachers in evaluating final design work and providing timely support.

Exploration of STEM Education Curriculum Construction in Normal Universities

To fully meet the societal demands for future teachers, this paper comprehensively designs the STEM education curriculum for science education students from multiple dimensions including teaching content, teaching models, and instructional design. Through the designed instructional process, student teachers are effectively trained to develop their capabilities in delivering STEM education. The integrative curriculum design enables student teachers not only to impart knowledge but also to stimulate students' innovative thinking and problem-solving skills, laying the foundation for nurturing future innovative talents.

Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008)

Abstract An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the Spanish present subjunctive. This replication compared training with EI (PI) to training without it (structured input; SI). In addition to methodological changes that balance the amount of exposure between groups, this study also includes a control group that received exposure to the target form (C+). Extending the original study, we also assessed the durability of training and whether its effects interact with individual differences in working memory (WM). Results indicate advantages for the PI group during training, supporting Fernández’s conclusions. Immediate post-tests show advantages for the PI group that are not sustained on delayed post-tests. Analyses also indicate benefits for higher WM but only for the PI and C+ groups, although this was only sustained for the C+ group. Thus, findings indicate that when paired with SI, EI and high WM may influence the initial learning of the Spanish subjunctive, but their influence may dissipate over time.

Equity in Literacy Education: A Case Study of Tier 2 Personalized Instruction

According to the NAEP, proficiency in reading is reported to be 67% in 4th-grade students. General education classroom teachers are responsible for providing Tier 1 and 2 instruction, including interventions in Tier 2. However, many teachers are unsure about implementing interventions and have had negative experiences with Response to Intervention (RTI), finding the process frustrating and overwhelming. This case study examines the effectiveness of teachers who have seen an increase in reading levels and student interest. The research explores the teachers’ perceptions, experiences, and skills of the current implementation of RTI using Gibbs’ Reflective Practice as a theoretical framework. Data collected from individual interviews and observations are analyzed using open coding. Themes and concepts are identified from the interview and observational data. These findings inform educators and higher education teacher educators about Tier 2 implementation and equitable, personalized instruction in the RTI process, aiming to strengthen the implementation and effectiveness of Tier 2 interventions in the general education classroom.

Using Bloom’s taxonomy to visualise antiracist teaching strategies

ABSTRACT 2020 marked a surge in the uprisings for racial and social justice in the United States and around the globe. Universities met the moment with aspirations to become antiracist institutions. However, there has often been a disconnect between universities’ antiracist goals and support for educators in their day-to-day instruction. Moreover, many educators – primarily those racialised as White, who have seldom had to consider their racial identity in predominantly White environments – are unfamiliar with antiracist teaching strategies. This essay is for university instructors who are new to antiracist pedagogy but want to use its principles to transform their teaching. It provides an overview of instructional processes and practices organised using Bloom’s taxonomy, a well-known educational framework. The essay concludes with reactions to and implications of the antiracist taxonomy.

Addressing Inequity in Special Education Referrals: Integrating General and Special Education Strategies in School Leadership

This case highlights the moral and ethical dilemmas that principals and educators confront when making decisions about special education classification and placement, particularly in the context of racial disproportionality. These decisions are complex, influenced by the requirements of the Individuals with Disabilities Education Act (IDEA) and the sociocultural and historical contexts that school leaders work within. In addition, the case delves into the relationship between general education instruction and special education referral processes in the context of a multi-tiered system of supports, exploring the delicate balance principals must maintain between adhering to special education laws and exercising professional judgment.

A INCLUSÃO DE ALUNOS COM TDAH NAS INSTITUIÇÕES DE ENSINO SUPERIOR NO BRASIL

This study analyzes the inclusion of higher education students with Attention Deficit Hyperactivity Disorder (ADHD), the possible repercussions on the interaction of the process of instruction and knowledge acquisition, its implications on the process of inclusion in higher education institutions from the legislation and scientific articles. The central problem investigated consists of researching the legislation that supports the inclusion of students with ADHD in higher education institutions. The progression of the inclusion process for students with ADHD is evaluated. The traits expressed by students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) stand out. It addresses the understanding and vision of educators regarding the elements that facilitate and hinder the teaching and learning process for students diagnosed with ADHD.