Instructional Practices Research Articles

Awareness and Training Needs of Teachers in Inclusive Education

The primary objective of this research was to evaluate the awareness levels and identify the training requirements of educators in inclusive education. The study encompassed 73 teachers from the Grade School, Junior High School, and Senior High School divisions of a private university within the purview of the Division of Iloilo City, Philippines for the academic year 2023- 2024. An adapted questionnaire was utilized as the primary research tool. The analysis used frequency count, percentage, mean, rank, standard deviation, and ANOVA. The findings revealed that, when collectively considered, the educators demonstrated an intermediate level of awareness concerning inclusive education, mainly focusing on Professional Knowledge Regarding Inclusive Education and Exceptional Children, Knowledge of Instructional Practices and Content, and Knowledge in Planning and Managing the Teaching and Learning Environment. Moreover, the results emphasized the pressing need for training, with respondents emphasizing the significance of being effectively trained in areas such as Assessing Student Needs, Resourcing Classroom Learning, Enhancing Collaboration and Communication with Parents, Colleagues, and the Community, Evaluation of Student Progress, and Goal Setting. Furthermore, the study also explored potential differences in awareness levels across various demographic factors, including age, educational background, grade level taught, length of service, and previous training experiences. The analysis revealed that these demographic factors did not significantly influence the awareness levels among the teachers regarding inclusive education.

Examining Algebra I performance differences among at-risk Texas Hispanic high school boys: A multiyear investigation

This investigation examined the Algebra I End-of-Course exam performance of Hispanic boys who were at-risk and those who were not at-risk during the 2016-2017, 2017-2018, and 2018-2019 school years. Data for all students in Texas who took the Algebra I End-of-Course exam during these years were obtained from the Texas Education Agency. The analysis focused exclusively on Hispanic boys. Utilizing secondary data, a causal-comparative or ex post facto study was conducted. The inferential statistical procedures revealed statistically significant differences in performance for at-risk Hispanic boys across all three school years. In each of these years, a significantly lower percentage of at-risk Hispanic boys met the three grade-level standards (Approaches Grade Level, Meets Grade Level, and Masters Grade Level) compared to their not-at-risk peers. On average, at-risk Hispanic boys answered about 13 fewer items correctly than those who were not at-risk. These findings indicate that current instructional practices are not adequately meeting the needs of at-risk Hispanic boys. Policymakers and educational leaders are advised to review current programs and implement necessary changes to better support these students.

Experiences of Technology and Livelihood Education Teachers in the Division of Davao Del Norte: A Phenomenological Study

The goal of the Philippine educational system's integration of technology and livelihood education (TLE) is to provide students with information and abilities that apply to a variety of career domains. The backgrounds and skill sets of TLE's teachers, who are essential in transforming curriculum objectives into stimulating learning experiences for students, have a significant impact on the program's effectiveness. Hence, this study explored and described the lived experiences of teachers teaching technology and livelihood education in the Division of Davao del Norte. It aimed to go deeper into their experiences, coping strategies, and significant insights. This study was conducted and limited to the personal responses of the participants from the Division of Davao Del Norte, comprising seven (7) teachers. This study was qualitative with a phenomenological approach. Data was collected using interviews, which were coded and analyzed for themes. Results revealed that participants' experiences of the study emerged in two main themes: insufficient materials, equipment, and skills. Meanwhile, when it comes to coping with the challenges encountered by TLE teachers in the Division of Davao del Norte, three major themes were formulated: pedagogical diversity, technology integration, and training and seminars. On the other hand, the participants in this study shared their insights and suggestions when it comes to teaching TLE subjects. Out of the common insights, three themes emerge. It includes pedagogical adaptability, resource optimization, and professional development. Thus, further approaches to solving the aforementioned issues may be investigated by researchers in the future. They can also examine the long-term impacts of improved resources and teacher training on student outcomes in TLE subjects. Further, they may investigate best practices in TLE instruction from various regions and countries and explore their applicability in the local context.

Reconceptualizing Simulations: Epistemic Objects and Epistemic Practices in Professional Education

This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simulators as epistemic objects and simulations as epistemic practices. These concepts offer a lens to examine the situated and sociomaterial practices that make simulators into simulations and simulations into entry points to the epistemic culture of a profession. As a result, we pinpoint three central mechanisms for transforming the simulation experience into an event that facilitates the enrollment of students into their future profession. The first mechanism involves the instructional practice of “filling in” aspects of the work context that might be missing in the simulator. The second mechanism, sometimes labeled the “as-if” mode of simulations, manifests through the participants’ ongoing commitment to treat the simulation as-if it was a real professional encounter. The third relates to how simulation-based learning activities afford a crucial pedagogical orientation towards defining what constitutes exemplary professional practice in specific training situations.

A literature review: Mathematics vocabulary intervention for students with mathematics difficulty

AbstractThis paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners.

Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools

This study critically analyzes the intricate relationship between age and Second Language Acquisition (SLA), particularly within the framework of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) settings. Recent research challenges conventional views on the optimal age for language acquisition, highlighting the diverse factors influencing learning across different life stages. Insights from contemporary studies offer a nuanced understanding of the multifaceted aspects shaping language acquisition, prompting a reevaluation of age-related concepts in SLA. Utilizing a mixed-method approach integrating literature review and personal reflection through autoethnography, the study investigates the complex dynamics between age and SLA within CLT frameworks in Egyptian government schools. It aims to offer valuable insights and implications for instructional practices tailored to adolescent English language learners in this context, including an examination of specific challenges and opportunities within the Egyptian secondary school EFL setting. The review concludes by exploring new perspectives on the Critical Period Hypothesis (CPH) and its implications for instructional practices in CLT-based environments for adolescent English language learners in Egyptian government schools.

Enhancing the Psychological Well-Being of Higher Education English Lecturers: A Qualitative Study

This study explores the influence of mental health on the instructional approaches employed by higher education English lecturers in the Kurdish region. The primary objective of this study is to find effective techniques that may be implemented to enhance the psychological well-being of these teachers. The qualitative method was used by conducting semi-structured interviews with 5 lecturers at the National Institute of Technology in Kurdistan. The selection of these individuals was crucial in order to get critical insights and perspectives. The results indicate that there is a positive relationship between more significant levels of well-being and instructional practices, resulting in enhanced levels of participation, inspiration, and pleasure. The fundamental qualities that are emphasized are autonomy in teaching, competency, and effectiveness, as well as healthy student interactions. The study findings indicate that using several tactics, such as autonomy assistance, building skills, interaction, acknowledgment and feedback, and a healthy balance between work and life, is a means to enhance the overall well-being of higher education English lecturers. This study is based on a literature review on the topic of teacher well-being, offering valuable insights that may inform pedagogical administrators, staff members, and instructional programs in their efforts to cultivate a conducive atmosphere for professional development and the delivery of successful English language teaching.

Leading Virtual Schools: Unique Challenges, Activities, and Preparation Needs of Virtual School Principals

ABSTRACT Over the last decade there was constant growth of online schools over the last decade, and this is expected to continue. Noting the previous research of the importance of school leadership on student achievement and the expected growth of virtual schools, leaders of these schools need to possess and demonstrate new knowledge and skills beyond those of brick-and-mortar school principals. This study examined how virtual school principals reported supporting student achievement and identified the preparation necessary to lead virtual schools. This exploratory phenomenological study examined the activities in which virtual school principals engaged, the challenges faced, and the preparation needs of virtual school leaders. Through the use of a survey questionnaire, data were collected and analyzed from 52 virtual school principals in 16 states in the U.S. While the responses of virtual school principals in this study illustrated similarities to brick-and-mortar school principal responsibilities, the findings also indicated several areas where specific knowledge and skills are needed by virtual school principals for effective e-leadership. These include communicating effectively using digital platforms, knowing best practices for online instruction, evaluating and supervising teachers online, providing professional development and building capacity of online teachers, and understanding the different funding models for virtual schools. Although scholars have acknowledged the dearth of research regarding the preparation of virtual school principals, this study contributes to the field by identifying distinct areas of preparation that are specific to these leaders.

Critical, Intersectional, Quantitative Analyses of Instructional Practices and Changes in Undergraduate Students’ Math Affect

Critical, Intersectional, Quantitative Analyses of Instructional Practices and Changes in Undergraduate Students’ Math Affect

An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

Research has demonstrated that questions are essential when teachers endeavor to foster students’ comprehension and learning of the subject taught. However, there is a scarcity of studies on questioning practices in English-medium instruction (EMI) settings. In this study, we aim to fill this gap by focusing on the linguistic complexity of the questions put forward by EMI lecturers by paying particular heed to whether the disciplinary culture exerts any influence on the complexity of lecturers’ questioning practices. The study was conducted at four public Spanish universities in which the classes delivered by nine EMI lecturers from three different disciplines (history, economics, and engineering) were recorded and analyzed. The statistical analyses performed found no significant differences in the lexical and syntactic complexity of the questions posed in the three disciplines, while language at the C level of the Common European Framework of Reference for Languages (CEFR) was conspicuous by its absence. These results lead us to conclude that if students are not widely exposed to language at the C level of the CEFR, oral language development and improvement may not be promoted in EMI courses. Therefore, EMI teacher training should be given more attention.

Enhancing Language Skills in Golden Age Children through English Phonology

This study explores the significance of English phonology in enhancing language skills during the golden age of childhood. Phonological awareness, encompassing sound discrimination and manipulation, plays a crucial role in vocabulary acquisition, reading proficiency, and overall linguistic development. Early intervention through phonological activities in educational settings, supported by parental involvement and technological integration, fosters a strong foundation for language acquisition. Continuous professional development for educators ensures the implementation of evidence-based practices in phonological instruction. Investing in phonological awareness during childhood is essential for promoting academic success, cognitive development, and lifelong literacy.

Heads of School and Teaching Commitment in Public Secondary Schools in Kagera Region, Tanzania

Teaching commitment plays a pivotal role in the success of any education system. In vein, leadership behaviours by heads of schools is instrumental in shaping the teaching commitment. This study aims to examine the relationship between supervisory practices of heads of schools (HoS Practices) and teachers’ commitment within public secondary schools in Kagera Region, Tanzania. The study was grounded from transformational leadership theory. The study used positivism research paradigm and cross-sectional research design. The results has consistently demonstrated a strong connection between instructional leadership and teachers’ commitment. In the context of Kagera Region, which has witnessed a decline in various aspects of education and human development, resulting in increased poverty, this quantitative case study was conducted to investigate the relationship between the HoS Practices and teachers’ commitment. The data were collected through questionnaires from a sample of 240 teachers working across 80 public secondary schools in Kagera Region. Statistical regression analysis and descriptive statistics were used. Primarily, it was found that only about 52.5% of the variance in teacher commitment can be explained by the HoS Practices. This finding raises important questions regarding teacher efficacy and leadership efficacy within Kagera Region's public secondary schools. This research contributes to the existing literature by shedding light on the critical role of heads of schools in enhancing teachers’ devotion to teaching activities. The results underline the need for targeted interventions aimed at improving instructional leadership practices to boost teacher commitment, finally improving the overall quality of education in Kagera Region.

Enhancing tonal‐language learning through music: A review of experimental methods and melodic intonation therapy influences

AbstractThis literature review explores the impact of music on tonal language learning, with a focus on Mandarin Chinese. Utilising searches across major databases such as ERIC (EBSCO), ProQuest Central, Google Scholar, and Web of Science from 2005 to 2024, we selected relevant peer‐reviewed English‐language articles examining music's role in aiding tone acquisition and related cognitive processes. From 30 publications, findings are categorised into theoretical relationships, cognitive effects, melodic intonation therapy (MIT) applications and digital music applications. Theoretical frameworks emphasise the correlation between musicality and language proficiency, highlighting musicians' enhanced tonal perception and production skills. Cognitive effects include music's influence on pronunciation, memory and cultural understanding. MIT's effectiveness in tonal language learning is then discussed, emphasising its potential to improve cortical representations of tone categories. Finally, digital music applications are examined, focusing on language learning apps incorporating music for personalised and engaging learning experiences. The review finds significant literature reporting that music‐based methodologies, aligned with experiential learning paradigms, hold significant potential in Mandarin Chinese acquisition. They enhance listening comprehension, spoken language production, and understanding of grammar and syntax. Similar to MIT principles, music‐assisted tonal language learning utilises exaggerated melody and rhythm to improve language production, especially with complex words. This review is motivated by the recognition of music's potential benefits in language education, especially for tonal languages. It aims to provide educators and researchers with insights into effective methods and applications, guiding instructional practices and stimulating further empirical investigations in this interdisciplinary field. Ultimately, it contributes to the ongoing discourse on optimising tonal language learning methodologies.

Implementation of School-Based Management of School Administrators and Teachers-Directed Instructional Practices in Selected Public Schools in Rizal

This study investigates the level of implementation of School-Based Management (SBM) practices among school administrators and evaluates the instructional practices of teachers. The research was conducted using a mixed-methods approach, combining quantitative data from surveys and qualitative insights from interviews. The respondents included school administrators and teachers from various educational institutions. The study's findings reveal that the implementation of SBM practices is highly effective, with curriculum and instructional management, human resource management, financial planning and budgeting, facilities management, and community engagement all being rated as highly implemented. The overall mean score for SBM implementation was 3.688, indicating a strong adherence to SBM principles across the board. The highest-rated individual practices included the provision of professional development opportunities, efficient financial resource allocation, and the establishment of clear safety protocols. In assessing instructional practices, teachers reported a high level of practice in areas such as dissemination of content, procedural instruction, practice and repetition, teacher monitoring and assistance, and focus on procedural fluency. The overall mean score for instructional practices was 3.608, highlighting a generally effective teaching environment. However, performance orientation was identified as an area needing improvement, with a mean score of 3.380. The study also explored differences in SBM implementation and instructional practices based on demographic variables such as sex, age, years in service, and highest educational attainment. The results indicated no significant differences in SBM implementation across these variables, suggesting consistent application of SBM practices. However, there were notable differences in instructional practices based on years in service and highest educational attainment, with less experienced teachers and those with bachelor's degrees placing greater emphasis on procedural fluency. The study concludes with a comprehensive SBM Educational Model designed to enhance school management and instructional practices. The model integrates the highest-ranked indicators from the study, emphasizing continuous improvement, professional development, community engagement, and effective resource management. This model provides a structured framework for schools to implement SBM practices more effectively, ultimately leading to improved educational outcomes for students.

Why educators endorse a neuromyth: relationships among educational priorities, beliefs about learning styles, and instructional decisions.

Despite evidence to the contrary, many people believe in learning styles (LS)-the idea that students learn best in their preferred modality, such as visual, auditory, or kinesthetic. However, the impact of this belief on instructional decisions remains unclear. Therefore, this study investigated how belief in the neuromyth impacts instructional choices and why educators choose an LS lesson plan or an alternative. We found that educators' beliefs about LS indeed predicted their instructional choice, but that other factors influenced their decisions as well. Three themes encapsulate educators' justifications for their lesson plan choices: beliefs about LS, practical considerations, and student learning and motivation. These findings suggest that for many educators, implementing an LS lesson provides an opportunity to integrate diverse teaching strategies that address multiple educational priorities. Although many prior studies have replicated the prevalence of the myth, this is one of the first to explore the reasons that LS is attractive to educators. Attempts to dispel the LS neuromyth could leverage the reasons educators find LS appealing to provide alternative research-backed approaches to meet their goals. Future research should examine the extent to which beliefs in the LS neuromyth are translated into instructional practices within classroom lessons and explore potential differences across grade levels.

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Abstract This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

RELEVANCE OF INFORMATIVE MANAGEMENT AND TEACHING METHODS IN TEACHING GRADE SIX: A QUALITATIVE APPROACH

The main purpose of this study was to discover the relevance of informative management and teaching methods used by teachers who are currently teaching in elementary schools. This study will focus on the commitment of the teachers to teaching students and how they boost perseverance in achieving their goals. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers’ professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers’ lack of commitment to their job. Nowadays, parents and guardians of students are becoming more curious about the kind of education given to their children and wards. Quite often, they show their concern by demanding that the school should teach better than in the past. KEYWORDS: Relevance, informative, management, teaching methods, grade 6, qualitative, approach

Learning from Ludemes: An Inventory of Common Player Actions within Tabletop Role-Playing Games (TTRPGs) to Inform Principled Design of Game-Based Learning Experiences

In this study, the authors investigate role-playing game design through the lens of instructional design practice to probe the ecosystem of tabletop role-playing games (TTRPGs) and their applied use for learning. A qualitative thematic analysis approach is used to systematically catalog and categorize all possible player actions, called ludemes, from the 5th Edition of Dungeons & Dragons (D&D). Through this analysis, the interplay of game mechanics, player actions, and rules of TTRPGs are explored, unveiling their potential to stimulate various psychological, environmental, and behavioral factors that positively influence learning processes. Specifically, this study’s analysis of a game’s ludemes (i.e., player actions) exposes the interrelationships, congruence, and combinations of actions with various learning processes. The identified categories of ludemes in the study pave the way toward a working vocabulary and framework for future research in the application of game-based learning and its potential to catalyze meaningful learning outcomes. From a global instructional standpoint, this study highlights the role of pedagogical affordances, such as collaborative storytelling and problem solving skills, theorizing how TTRPGs can promote cognitive, metacognitive, affective, social, and cultural learning. Toward these goals, the authors posit that role-playing, with its complex dynamics and compelling narratives, offers a robust and natural conduit for learning.

Using case-based learning to enhance students’ performance in mechanical engineering undergraduates

Among the myriad of instructional approaches in engineering education, case-based learning (CBL) has emerged as a promising pedagogical strategy that promotes active learning, critical thinking, and real-world application of knowledge. This study investigates student performance and satisfaction with CBL methodologies in the context of mechanical engineering education, conducted in Sri Lanka. A mixed-methods approach was employed, including paired t-tests to analyze academic performance data and a survey to assess student perceptions and practices. The results indicate a positive relationship with grades and perception of CBL among students, with a majority expressing agreement or strong agreement with its implementation. Additionally, results from the survey discovered that conversational AI systems and chatbots emerged as a much-preferred supplementary resource utilized by students. Recommendations for future higher education methodologies include enhancing the integration of CBL, leveraging technology-driven resources, promoting active learning strategies, implementing continuous assessment and feedback mechanisms, investing in educator professional development, and promoting research and evaluation initiatives. These findings contribute valuable insights into student experiences and preferences, informing the development of evidence-based instructional practices in higher education.

Positive Impacts of Chat GPT on English Teachers

The integration of ChatGPT, an AI-driven language model, presents a myriad of benefits for English teachers seeking to enhance their instructional practices. This article explores the advantages afforded by leveraging ChatGPT in educational settings. Firstly, ChatGPT serves as a versatile tool for generating diverse and contextually relevant learning materials, including prompts, quizzes, and writing exercises, tailored to students’ proficiency levels and interests. Secondly, it facilitates personalized feedback by analyzing students’ responses in real-time, identifying areas for improvement, and offering targeted suggestions to foster language acquisition and mastery. Moreover, ChatGPT functions as a virtual assistant, augmenting teachers’ administrative tasks through automated grading, lesson planning support, and curriculum enrichment. Additionally, it fosters interactive and engaging learning experiences through its conversational interface, promoting active student participation and collaboration. Furthermore, ChatGPT can aid in fostering cultural understanding and global awareness by providing access to diverse perspectives and authentic language usage from around the world. Lastly, its continuous learning capabilities enable adaptation to evolving pedagogical needs and linguistic trends, ensuring relevance and effectiveness in English language instruction. In conclusion, the integration of ChatGPT empowers English teachers with innovative tools and resources to create dynamic, personalized, and impactful learning environments, ultimately advancing students’ language proficiency and fluency.