Instructional Adaptations Research Articles

Intermediate-Grade Teachers’ Adaptations for Weaker Writers: A National Survey in Urban Schools in Chile

Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at least once a week: individual tutoring, assistance from a peer when writing, and extra instruction in grammar/spelling, planning/revising, handwriting, sentence construction, and text structure. On a monthly basis or more often, a majority of teachers reported they provided weaker writers with choice about writing assignments, the opportunity to complete an alternative writing assignment, and extra writing instruction via computer technology. How often an adaptation was applied did not differ by grade. The perceived adequacy of teacher undergraduate preparation to teach writing, their efficacy to teach writing, and the proportion of students with disability in their classes each made a unique and statistically significant contribution to predicting how frequently teachers applied adaptations for their weakest writers. The Chilean teachers in this study reportedly made adaptations for weaker writers in their class more often than teachers in studies conducted in other countries, including the United States.

Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills

This study was aimed to investigate the effects of the problem-solving method on university students' metacognitive skills and cognitive flexibility levels. The research was modelled in a semi-experimental pattern, with experiment-control groups. According to the cluster sampling technique, 144 pre-service teachers who attended the Elementary Teacher School program in the spring semester of 2018-2019 had been determined as participants in Indonesia. Cognitive Flexibility Inventory (CFI) and Metacognitive Awareness Inventory (MAI) were used as data collection tools. An Independent Sample t-Test and descriptive statistics techniques were used in the analysis of the data. The discussion method, which is used more in university education, was employed in the control group, while the problem-solving method was employed in the experimental group. As a result of the research, it was found that there was a significant difference in the metacognitive skill levels of students with high cognitive flexibility when compared to those with low cognitive flexibility. This differentiation is in favor of students with a high cognitive level. Furthermore, a significant differentiation was observed between the metacognitive skill scores of the two groups where the discussion and problem-solving methods were applied. It was seen that this differentiation was in favor of the group with the problem-solving method. This study therefore recommends that instructional adaptations should be made to increase pre-service teachers' cognitive flexibility. Also, the problem-solving method can be used for the development of metacognitive skills. Thus, they can provide experiential knowledge during the university education process, in order to develop these two important features.

Информационные технологии как фактор развития социально-педагогической адаптации студентов-первокурсников в системе высшей школы

The article deals with the impact of information technologies on the development of social and pedagogical adaptation of fi rst-year students in the higher school system. Information technologies that contribute to the active development of social and pedagogical adaptation include digital (electronic) libraries, information and educational portals, websites and applications, e-mail, educational video tutorials, messengers, Google Forms. Information technologies enshrined in the Federal Law of 29.12.2012 N 273-FL “On education in the Russian Federation” are considered. The main aspects of the phenomenon of socio-pedagogical adaptation of first-year students are reflected, the principles of working on the Google Forms platform and the impact of information technologies on the process of socio-pedagogical adaptation from the positions of the teacher/curator of the student group and students are described in more detail. As a result of the analysis, it was determined that the use of information technologies makes a signifi cant contribution to the process of successful social and pedagogical adaptation of fi rst-year students in the higher school system.

Collaboration by Design: Development of a Video Game for Energy Literacy

University students, faculty, and staff from science, engineering, education, entrepreneurship, and design (SEE(E)D) backgrounds developed a video game to leverage outreach efforts promoting sustainability, science, technology, engineering, and mathematics ((S)STEM) to underserved students. This was accomplished by transforming a board game—previously developed and used to teach elementary students about complex and often misunderstood energy and sustainability issues—through a collaborative design process. The process of taking a tangible board game into the digital realm required significant design and pedagogical adaptations to maintain student learning outcomes and content delivery. Scientists, educators, and designers strengthened the graphical and pedagogical aspects of the game collaboratively to ultimately expand and deepen the energy literacy of elementary school students. This design case seeks to elucidate the multidisciplinary collaborative design process used by SEE(E)D faculty and researchers as well as students to redesign a board game into a didactic video game that is easier to both deploy and disseminate for the benefit of K-12 students and teachers.

Views of Preservice Primary School Teachers’ on Inclusion and Differentiated Science Experiments

Today, individuals with special needs who are reported to increase each day are receiving education with their peers in general classes and are subjected to inclusive practices according to the developments in the field of special education and legal regulations. However, it is also reported that there are problems with special education in many countries. The goal of this study is to reveal the views of pre-service primary school teachers on inclusive education and science laboratory lesson taught with differentiated approach and contribute to the solution of problems in inclusive education to some extent. Study sample comprise 103 pre-service primary school teachers studying at the 2nd grade of a state university in İstanbul in 2017-2018 academic period. Quantitative data of the study carried out with pretest-post test control group random quasi-experimental pattern were published by Mertoğlu, Topçu in 2020 and only qualitative data are used in this study. Condition of inclusive students in the experiment group was mentioned only as an individual difference and science laboratory lesson was taught with differentiated approach for one term. Students in the control group took the science laboratory class according to the normal program. Data obtained with lesson evaluation form, inclusion question form and field notes were evaluated and interpreted with descriptive data analysis method. Research results show that students in both control and experiment group need to take training on inclusive education. It was found that students in experiment group gained an awareness of instructional adaptations while the views of students in control group about instructional adaptations were far from being relevant to inclusive education. Views of students in experiment group show that science lessons taught with differentiated approach contributed to them “to remove their prejudices against science, to learn and teach science”, “remove their prejudices against students with special needs”, “remove their feelings, attitudes and worries about inclusion” and “realize inclusive practices in science education when they become teachers”.

Метοдοлοгические пοдхοды к исследοванию прοблемы психοлοгο-педагοгическοй адаптации студентοв-репатриантοв в целοстнοм педагοгическοм прοцессе вуза

This article considers methodological approaches that can be rationally applied in the study of the problem of psychological and pedagogical adaptation of students-repatriates in the holistic pedagogical process of the University. Scientific researches of the problem of adaptation, including its theoretical bases are studied and analyzed. Kazakh, Russian and foreign scientists’ works were the theoretical and methodological basis for the provision of scientific analysis. Definitions of concepts repatriation, adaptation are given, types of adaptation are described in this article. An important stage of introducing a person to the values of higher education is admission to a higher educational institution, the development of fundamental scientific knowledge, professional basic concepts. In this regard, the problem of adaptation of repatriated students to the conditions of study at the University is of particular importance. The success of adaptation of repatriated students to study at the University is largely due to value orientations as a factor that ensures the effective organization of the educational process. The carried-out characteristic of the used approaches, principles and methods has shown their substantial aspect rather full analysis. And mastering the whole system of approaches, determines the ability to prepare an appropriate research methodology.

PRESERVICE PRIMARY SCHOOL TEACHERS' SENTIMENTS, ATTITUDES AND CONCERNS ABOUT INCLUSIVE EDUCATION: DIFFERENTIATED SCIENCE EXPERIMENTS

Recently, students with special needs draw attention by the regulations and amendments made by the Turkey Ministry of National Education regarding the inclusive education, as well as by the new courses added to all branches in the new teacher training programs started by the Turkish Council of Higher Education in 2018. These changes and innovations provide the possibility that the use of differentiated activities in science courses as an example of instructional adaptations in science teacher training will make a contribution to inclusive education. The aim of this study is to investigate the effects of differentiated science activities on pre-service primary teachers’ sentiments, attitudes and concerns about inclusive education. The randomized pretest-posttest control group design was used in the research. The study group of the research consisted of 103 second grade pre-service primary teachers who attended the Science Laboratory Applications course. The Sentiments, Attitudes and Concerns Scale about Inclusive Education was used as a data collection tool. A paired-sample t-test was used for data analysis. As a result of the study, it is concluded that differentiated science experiments positively affected pre-service primary teachers’ sentiments, attitudes and concerns about inclusive education. Article visualizations:

СОЦІАЛЬНО-ПЕДАГОГІЧНИЙ СУПРОВІД ІНОЗЕМНИХ СТУДЕНТІВ: СИСТЕМНИЙ ПІДХІД

The article considers the problem of practical application of the system approach in the process of foreign students’ social and pedagogical adaptation. The study of this scientific question revealed that acculturation activities should consist of three main areas: psychological, linguistic and cultural, each of them requires the formation of a list of competencies that contribute to the development of the ability of effective interaction building with the host country persons. These competencies, during the interaction at the time of practical academic or social activities of a foreign student, become a competence, a phenomenon that includes many competencies and aimed at their adequate functioning, that leads to a system of competence management, which can be analyzed only using the system approach. In addition, these areas of adaptation activity led to the conclusion that they are also the system-forming elements of the preparatory process, i.e. the system of socio-pedagogical support. Based on the study results that competence is a system of competence management, and the linguistic, cultural and psychological training are a system of adaptive training, the systems approach is defined as a «system within a system» in which the competence system operates in the acculturation triad: linguistic, culture, psychology. The system approach allowed us to study each component of the system of socio-pedagogical support as a separate subsystem. Thus, this approach demonstrated the possibility of identifying the components of the system of foreign students’ support, their essential characteristics, as well as the present relationships. It is emphasized that each element of the support system, psychological, linguistic or educational-cultural is a full-fledged system, however, when interacting with the other elements that aimed at the creating of socio-pedagogical support system, the elements become the subsystems that depend on each other.

Students’ perspective on inclusion: Relations of attitudes towards inclusive education and self-perceptions of peer relations

The goal of the present study was to analyze how students’ attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students’ peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students’ attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties.Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.

Personal features and self-assessment of stuttering adolescents as a factor of the success of their psychological – pedagogical support

The article presents the results of a study on individual psychological traits of the personality of stuttering adolescents in problematic speech situations, the participants' characteristics are given, and self-assessment of stutterers is considered as a factor contributing to the improvement of correctional and pedagogical interventions and successful social adaptation of adolescents.

Beyond “Active Learning”: How the ICAP Framework Permits More Acute Examination of the Popular Peer Instruction Pedagogy

Peer Instruction, a pedagogy utilizing handheld classroom response technology to promote student discussion, is one of the most popular research-based instructional practices in STEM education. Yet, few studies have shed theoretical light on how and why Peer Instruction is effective. In this article, J. Bryan Henderson explores the Peer Instruction technique through a controlled methodology where theory—in this case the Interactive-Constructive-Active-Passive (ICAP) framework for differentiating various modes of cognitive engagement—drives pedagogical adaptations that serve as the differing experimental conditions. He finds that among the four high school physics classes he studied which employed Peer Instruction, the students achieved learning gains that, when normalizing for pretest performance, on average were more than 10 percent greater than those of college students not exposed to the ICAP-driven methodology when learning introductory physics. This article serves as an example to the educational research community of how the ICAP framework can help illuminate theoretical mechanisms behind instructional techniques in ways the more general use of the term active learning cannot.

Instructional Adaptation The Management Teaching And Maintaining Behavior In WASPAS Method

Instructional Adaptation The Management Teaching And Maintaining Behavior In WASPAS Method

An Analysis on Pre-teachers’ Modified Lesson Plans of Elementary Social Studies with Instructional Adaptations in Inclusive Settings

An Analysis on Pre-teachers’ Modified Lesson Plans of Elementary Social Studies with Instructional Adaptations in Inclusive Settings

Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

In this study, we explored the insights that Chinese primary mathematics teachers gained into their students’ mathematical understanding from using classroom assessment techniques (CATs). CATs are short teacher-initiated targeted assessment activities proximate to the textbook, which teachers can use in their daily practice to make informed instructional decisions. Twenty-five third-grade teachers participated in a two-week program of implementing eight CATs focusing on the multiplication of two-digit numbers, and filled in feedback forms after using the CATs. When their responses described specific information about their students, emphasized the novelty of the gained information, or referred to a fitting instructional adaptation, and these reactions went together with references to the mathematics content of the CATs, the teachers’ responses were considered as evidence of gained insights into their students’ mathematics understanding. This was the case for three-quarters of the teachers, but the number of gained insights differed. Five teachers gained insights from five or more CATs, while 14 teachers did so only from three or fewer CATs, and six teachers showed no clear evidence of new insights at all. Despite the differences in levels of gained insights, all the teachers paid more attention to descriptions of students’ performance than to possible instructional adaptations.

Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*

ABSTRACTEducational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called ‘technologies’. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed.

FORMATION OF GONOSTIC LESSONS IN THE PROFESSIONAL DEVELOPMENT OF YOUNG PEDAGOGES

Abstract. The article is devoted to the actual problem of professional adaptation of young teachers in the conditions of pedagogical activity in the institution of general secondary education. The purpose of the article: to define and characterize the environment of social and pedagogical adaptation of the young teacher for acquiring and further reproduction of social experience in pedagogical activity. During the research, the problem-target and system-structural methods of analysis of scientific sources were applied. That method of diagnosis (observation, questioning, questioning, interviewing, conversation) - to determine and evaluate the level of social adaptation of young teachers. The results of the study are structuring the work of the «School of a Young Teacher» at the institution of general secondary education. The main stages of formation of gnostic skills of young teachers in «School» are outlined. The basic aspects of the activity of this form of work are formulated. The possibilities and directions of «Schools» in the structure of methodical work with young teachers are determined. The influence of the «School of a Young Teacher» on the socio-pedagogical adaptation of graduates of pedagogical universities in their professional activities. In addition to psychological and pedagogical methods of the development of voluntary self-regulation, the formation of volitional qualities was carried out in the School through role-based trainings, since a person fulfills a set of social roles, which is the main means of realizing his social activity. The development of the personality of a young teacher in the sense of his volitional expression goes through the expansion of the role repertoire in the process of liberation from role-fixation. The prospect of our study lies precisely in the design of practical recommendations for the development of the four aspects of personality: physical, emotional, psychological, social and spiritual, which are defined in the normative documents of education and in human society; disclosure, understanding and perception of their essence will contribute to the formation of a successful and harmoniously developed personality.

Enhancing Motivation To Learn In A Biology Laboratory Course Through Gaming

In this design case, we describe our work to develop a gameful learning design for use in an introductory, undergraduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history instruction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.

Adapting school to the twenty-first century: educators’ perspectives

ABSTRACTMuch empirical work on schools’ pedagogical adaptation to the twenty-first century focuses on use of information-commination technology (ICT) or its perceived usefulness. However, in this study the focus was broader, on educators’ perspectives regarding twenty-first-century schooling – challenges, pedagogy, the role of ICT and impediments to change. The research methods involved a thematic analysis of semi-structured interviews with 16 Israeli educators whose school visions emphasise twenty-first-century skills. The findings revealed that educators’ aims revolve around nurturing twenty-first-century skills and students’ well-being. ICT plays a complex role in educators’ pedagogy. Its actual use is sporadic, involving both traditional and twenty-first-century skill-oriented activities. However, ICT’s perceived lasting cognitive, behavioural and social negative effects on students shape educators’ pedagogical aims and the tendency to employ personalised approaches. Educators perceived the Ministry of Education as a barrier to change, due to its content-heavy curricula and emphasis on achievements.

Обеспечение социально-педагогической адаптации глухих учащихся в профессиональных образовательных учреждениях среднего профессионального образования

We show the possibility of optimizing the psychological and pedagogical support of social and pedagogical adaptation process of students with hearing impairment to educational process in vocational educational institutions of secondary vocational education through the use of an innovative author’s course of group psychological prophylaxis and correction adapted to audibly deprived students. We reveal the subject and the main content of the classes. We pay attention to the need for dead graduates of vocational educational institutions of secondary vocational education to master flexible, highly adaptive methods and techniques aimed at improving their social and psychological competence. The effectiveness of the proposed and conducted activities is confirmed by the results of monitoring the psychological sphere of deaf students’ personalities of vocational educational institutions of secondary vocational education. The analysis of the average group data showed an improvement in psychological indicators of psychological and pedagogical adaptation: a significant increase in the neuropsychological stability level, against the decrease in personal anxiety level, an increase of the personal adaptation potential value and its components, increased the communicative qualities and the behavioral regulation level, with virtually unchanged values of moral standards. The results indicate the positive dynamics presence of psychological indicators of social and pedagogical adaptation of surveyed sample after the course of group psychological prophylaxis and correction.

Pedagogical potential of art-therapeutic influence of musical art

The article considers the problem of the introduction into the educational process of art-therapeutic technologies as a means of psychological and pedagogical adaptation of the individual in the conditions of society globalization. The role of musical art in influencing the emotional and sensual sphere of revealing and development of natural abilities, creative expression of personality is revealed, the expediency of using varieties of music therapy in music-creative activity of younger students is clarified. Music education, vocal therapy, receptive perception of music, rhythm therapy, which contribute to overcoming psychological discomfort in students' educational activities, encourage the creative expression of personality, the child's knowledge of the art world.The education system in Ukraine requires updating and enriching the content of the pedagogical process on the basis of humanization, which will contribute to the full development of the individual, the formation of vital competences for the maximum disclosure of his or her natural inclinations and creative potential. It is in the primary school that the foundations for the formation of the experience of educators (younger students), their needs, which motivate learning, knowledge and skills, which are formed in different educational environment, different social situations and condition the formation of attitude to them, are laid. The state normative document (The Law of Ukraine "On Education") emphasizes the need for students to acquire key competences that enable the development of successful learning, self-expression, self-knowledge, social adaptation and preservation of their physical and mental state. Such development of education in Ukraine makes it necessary to actively introduce into the educational process the innovative technologies and modern pedagogical approaches, among which artpedagogy is a new trend that integrates theoretical knowledge and methodological developments in psychology, art and pedagogy. With the help of music, drawing, fairy tales, theatre teachers can unite the class, identify problems of the child in time, form their life values, motivate them to study. The professional activity of a music art teacher in the context of educational reform and the introduction of inclusive education as a form of providing equal access to quality education for children with special educational needs, presupposes the need to master innovative technologies for the use of musical art as a method of comprehensive and multidimensional stimulation of personality development, child's condition, behavioural abnormalities, and also as a form of art treatment. One of the effective ways of solving the set tasks before the educational industry is the introduction of innovative, art-therapeutic – humanistic-oriented technology in the educational process, which involves the creation of a psychologically-comfortable educational environment by updating the pedagogical potential by means of art education (vocal therapy, art therapy, music therapy, (etc.)