Instructional Practices Research Articles

Instructional Styles and Differentiated Instruction Practices of Teachers in Cluster Xiii, Davao City

This study aimed to determine the instructional styles and differentiated instruction practices of public elementary school teachers in Cluster XIII, Davao City. This study utilized the descriptive-correlational design with one hundred fifty elementary school teachers, selected using stratified random sampling technique. In gathering data, the researcher adapted a survey questionnaire both for the instructional styles and school differentiated instruction practices. Ethical considerations were observed in data collection. The collated data were subjected to statistical tests such as mean, Pearson’s r and multiple linear regression. Findings showed that the extent of instructional styles of elementary teachers is very extensive, which means that their instructional styles is always observed. The extent of differentiated instruction practices of elementary school teachers is very extensive, which means that their differentiated instruction practices is always observed. There was a moderate significant relationship between instructional styles and differentiated instruction practices. The domains of instructional styles that significantly influenced the differentiated instruction practices were modeling and delegating. With this, the Department of Education may allocate sufficient budget to ensure that schools have the resources they need to successfully implement differentiated education. This can provide access to a wide range of instructional materials, technology, and support workers to help fulfill varied learning needs.

Exploring the role of reflective teaching in professional growth: insights from Vietnamese tertiary EFL educators

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the effectiveness of reflective teaching practices in their professional development. Reflective teaching is essential in continuously improving teaching methodologies and fostering a deeper understanding of instructional practices and student learning. Moreover, reflective teaching, a critical self-assessment methodology, is increasingly recognized as pivotal in adapting and enhancing teaching strategies in diverse educational environments. The study recruited nine Vietnamese tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end. Through semi-structured interviews, the research explored the teachers’ experiences and views on the integration, challenges, impact on professional identity, and the effects of reflective practices on student engagement and learning outcomes. Key findings revealed that reflective teaching significantly influences teaching methodologies across different career stages, with each group adapting these practices uniquely. Challenges such as time management and adapting to educational technologies were noted, along with their solutions. Reflective practices were instrumental in shaping teachers’ professional identities and enhancing student engagement and learning outcomes. The study underscores the importance of reflective practices in EFL teaching, emphasizing the need for tailored professional development programs and institutional support.

An identity project: a case study of two inservice elementary stem teachers’ experiences with a comprehensive professional development

This paper describes the experiences of two teachers, Ms. Santiago and Mr. Jelenik, who participated in a comprehensive National Science Foundation-supported science, technology, engineering, and mathematics (STEM) professional learning experience. This comparative case study describes how Ms. Santiago and Mr. Jelenik leveraged the justice-oriented curriculum of a STEM professional learning opportunity to transform their identities as educators while influencing their instructional practices. The professional learning experience included access to a justice-oriented curriculum introduced through monthly content-focused experiences, regular faculty learning communities, and support from an expert onsite coach. Evidence of transformed identities and instructional practices is derived from semi-structured in-depth interviews and video recordings of classroom teaching and learning. Analysis of the interview data suggests that Ms. Santiago and Mr. Jelenik found the professional learning experience transformative and that the experience served as a pedagogical identity project. Evidence from the classroom videos suggests that Ms. Santiago and Mr. Jelenik’s instructional practices shifted, becoming more justice-oriented and student-centered. Moreover, Ms. Santiago’s practices shifted in a manner more aligned with an engaged teaching approach. We conclude that the comprehensive STEM professional learning experience served as a pedagogical identity project while positively influencing the instructional practices of Ms. Santiago and Mr. Jelenik. Implications for preservice and in-service teacher education are discussed.

Teacher Views of Relationships between their Teaching Practices and Beliefs, the School Context, and Student Achievement

Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning experiences, student engagement, and achievement. Numerous studies have explored these factors, however, often separately or with only one or two others. This paper explores primary school teachers’ self-reported perceptions on the relationships between teacher beliefs (including teacher class level expectations, self-efficacy, motivation, goal orientation, work engagement, passion for teaching, relatedness to students), teacher characteristics (including gender, ethnicity, teacher experience), and school context factors (including decile and year level taught), and the impact of these on student achievement and teachers’ instructional practices.Associations were found between teaching self-efficacy and all the other factors explored; work engagement and teachers’ years of teaching experience, gender, and school decile; and years of teaching experience and student achievement. Further, relatedness to students, passion for teaching, and teaching self-efficacy was found to be associated with teachers’ instructional practices.

Scientific Literacy, Professional Development, and Support of Teachers in Selected Kindergarten Schools in Guiyang City, China

The study aimed to address the critical issues of scientific literacy among the selected kindergarten teachers by comprehensively assessing their current level of scientific literacy and identifying the influencing factors. The research design was a descriptive quantitative design aimed at assessing and developing the scientific literacy of kindergarten teachers. The primary respondents of this study were teachers from three selected kindergartens in Guiyang City, Guizhou Province. These 147 teachers were responsible for the care and education of children aged 3 to 6 years old in three different early childhood institutions. By focusing on kindergarten teachers, recognizes the direct influence of teachers' scientific literacy on children's scientific literacy in the critical period of children's development. The study concluded:1. The main characteristics of kindergarten teachers in Guiyang City include a predominant age distribution of less than 25 years old, a preponderance of females, a predominance of undergraduate degrees, and a preponderance of 0-3 years of experience in kindergarten teaching. These characteristics provide basic information for understanding the overall literacy level of teachers.2. The overall level of scientific literacy of kindergarten teachers is good. Teachers' mean score of 3.04 in the areas of scientific knowledge, instructional practices, and use of resources indicates that teachers overall have a good level of understanding and application of scientific literacy.3. The personal background of kindergarten teachers had less influence on scientific literacy. Educational background factors such as age, gender, academic qualifications and teaching experience had a small effect on teachers' level of scientific literacy, indicating that educators had relatively consistent levels of scientific literacy across different characteristics.4. Kindergarten teachers are actively involved in professional development. Teachers' mean score for professional development and support was 2.89, indicating that teachers as a whole were actively involved in professional development activities and received some level of support.5. kindergarten teachers' personal backgrounds had less impact on professional development. There were no significant differences in the level of career development and support among teachers of different ages, genders, academic qualifications and teaching experience, indicating that these factors have less influence on teachers' career development support.6. Scientific literacy of kindergarten teachers is significantly associated with career development. There is a significant positive correlation between teachers' level of scientific literacy and their career development and support, emphasizing the importance of improving teachers' scientific literacy for their career development.

Foreign Language Teachers’ Ideologies of Deafness and Teaching Practices for K-12 Deaf Students: The Case of Türkiye

ABSTRACT Foreign language teachers face challenges in teaching foreign languages to deaf students because they often do not have specific qualifications to teach these students. This paper considers Türkiye as a case and examines foreign language teachers’ ideologies of deafness and teaching practices that these teachers use in teaching deaf students at the K-12 level in the country. The study applies a qualitative approach and uses semi-structured interviews as a data source. In analysing data, the study considers ideology, linguistic human rights, and forms of capital as theoretical concepts for theoretical triangulation. The analysis of interviews with eight hearing foreign language teachers teaching deaf students shows contradictions between teachers’ ideologies of deafness as a disability and their effort in teaching deaf students by adapting instructional practices to teach these students. The results of the study suggest integrating an ideology of deafness as a culture in education policies and preparing foreign language teacher training programs to help foreign language teachers understand deafness as a different culture and teach foreign languages to deaf students accordingly.

Pre-school teachers' digital concept maps and instructional design practices

Concept mapping has been a useful and effective technique for representing and assessing science content knowledge. Technological advances have also allowed the creation of user-friendly digital concept map applications. However, there appears a need to examine pre-service teachers' digital concept mapping practices in relation to their instructional design practices i.e. lesson planning. Hence, this study investigated the quality of pre-service pre-school teachers' (n = 26) digital concept maps in reference to the quality of their lesson plans. The quality of the digital concept maps was assessed based on an examination of the quality of a) structure, b) content, and c) their overall quality. Furthermore, it examined teachers' preferences and reflections on digital concept maps in relation to physical (i.e. paper-and-pencil) concept maps. Mixed methods were used including qualitative analysis and statistical correlations of the quality scores of the lesson plans and concept maps. Findings revealed no significant correlation between the quality of digital concept maps and the quality of lesson plans, while the consistency of the focus between the two correlated significantly with the quality of the digital concept maps. The number of concepts, propositions and cross-links as well as conceptual hierarchy were found as indicators of the overall quality of the digital concept maps. A comparison between digital and physical concept maps revealed that teachers' views and arguments varied between the two. The findings of the study speak to the relevance and applicability of digital concept maps for teacher training programmes.

Developing critical consciousness for culturally responsive teaching: an international teacher exchange program

ABSTRACT The increasing diversity of the student population in classrooms across the United States demands the adoption of pedagogical principles based on the concept of culturally responsive teaching. This study adopts the notion that culturally responsive teaching only becomes possible when teachers implement self-reflection and critical consciousness. Using a qualitative approach, the authors aimed at examining the effects of an international professional development experience on a group of elementary teachers from the United States and Costa Rica with a focus on their perceptions about linguistic and cultural diversity in schools. The analysis of the interviews and reflective journal entries revealed that participation in an international teacher exchange program prompted participants to examine their personal beliefs about education and question, not only their own instructional practices, but also broader school systems and policies related to language, culture, and ethnicity.

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership

AbstractAdopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi‐structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline‐specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

The Critical Roles of a Mathematics Specialist in Establishing Effective, Coordinated Professional Development Systems

ABSTRACT For nearly three decades, mathematics research has indicated the need for high-quality mathematics instruction including both ambitious and equitable practices, as well as continuous, innovative learning opportunities for educators. Teaching practices and standards for mathematical practice have been identified to provide guidance. While research connects effective professional development (PD) to improved instructional practices, there is a need for additional research on the role mathematics specialists play in developing and sustaining PDs. This qualitative case study examined the multiple roles of a specialist while laying the foundational components for a coordinated PD system to improve and strengthen mathematics teaching and learning in elementary classrooms. The PD efforts included the implementation of a teacher subsystem where a specialist led all components consisting of pull-out PD, mathematics coaching, collaborative time, and teacher networks. This study took place at a rural, pre-K through fourth-grade school in a southeastern state. Analysis of the data identified the specialist’s key roles in each component of the teacher subsystem. The results indicated that the development and implementation of a teacher subsystem impacts the overall effectiveness of PD. Findings serve as a foundation for specialists to design and implement coordinated efforts that can have positive impacts on the teaching and learning of mathematics.

Student perspectives on preferences and reported instructor practices of written feedback in the Moroccan EFL university context

Written feedback (WF) in English as a foreign language (EFL) writing has been explored from two perspectives, including product-based WF, which is provided on completed drafts, and process-based WF, which can be used during pre-, while-, and post-writing. Students’ perceptions have been mainly investigated in relation to product-oriented WF preferences and practices, but not in comparison to the two WF approaches. This exploratory quantitative study examined students’ preferences and reported instructor practices of the product and the process approaches of WF in the higher education EFL writing context. Data were collected from 468 Moroccan students through a questionnaire covering the characteristics of the two WF types using nine different subscales, enabling several comparisons during data analysis. Four principal component analyses were employed to validate the questionnaire. The data and sampling in each case were appropriate for factor analysis (0.78 ≤ KMO ≤0.93). Reliability values (0.71 ≤ Cronbach’s alpha ≤0.95) were acceptable. 1) Students reported higher preferences for receiving written corrective feedback; effective WF modes containing specific, personalized, and detailed WF supporting the identification of the next steps in the writing process; and content-based WF related to macroaspects (e.g., the range of ideas and the development and relevance of a topic, purpose, genre, context, and audience). 2) Moreover, they reported that their instructors used these approaches more often than other WF techniques. 3) However, there were discrepancies between the two constructs in the case of all subscales. Students perceived that mostly all the techniques of the two approaches of WF are of great importance in EFL writing classes; however, they mostly all reported that, in comparison to their preferences, instructors applied them less frequently. The study suggests adapting instructor WF practices to students’ preferences to effectively develop their writing skills.

Practical Instructions with Content Differentiation to Improve Elementary School Students' Science Process Skills

Practical Instructions with Content Differentiation to Improve Elementary School Students' Science Process Skills

Factors affecting in-service teachers’ informatization instructional leadership in China

The ubiquity of instructional leadership integrated with technology has necessitated research into the application of instructional leadership and its influencing factors. The aim of this study is to investigate contributing factors to in-service teachers’ informatization instructional leadership by determining the relationship between use expectancy, social influence, facilitating conditions, computer self-efficacy, blended teaching competence, behavioral intention and teachers’ informatization instructional leadership. Quantitative research is employed using a questionnaire to collect data. The sample comprises 230 randomly selected in-service teachers from private undergraduate universities in Xi’an City, Shaanxi Province, China. Data analysis was carried out using SmartPLS. The results show that use expectancy, facilitating conditions, computer self-efficacy, blended teaching competence and behavioral intention all have a positive and significant effect on teachers’ informatization instructional leadership. Use expectancy, computer self-efficacy and blended teaching competence have a positive and significant effect on behavioral intention, and behavioral intention significantly mediates the relationships between use expectancy, computer self-efficacy, blended teaching competence and teachers’ informatization instructional leadership. The research provides practical guidance for universities attempting to implement or improve teachers’ informatization instructional leadership practices. Efforts for policymakers to develop teachers’ informatization instructional leadership should consider the importance of not only use expectancy and facilitating conditions but also computer self-efficacy, blended teaching competence, and the role of behavioral intention to use teachers’ informatization instructional leadership.

Empowering Teacher Educators: Advancing Culturally Responsive Practices Through Professional Development

ABSTRACT This single-site case study investigates the effects of a culturally responsive teaching professional development (CRPD) program on seven teacher educators’ self-efficacy and implementation of culturally responsive practices in their coursework. Over five years, the study involved evaluating existing coursework, educator training, community partnerships, and curriculum revisions. Quantitative and qualitative data, including a culturally responsive teaching self-efficacy survey, syllabi content analysis, interviews, exit tickets, and classroom observations, were collected and analyzed. Results show a positive impact of the PD on educator self-efficacy in implementing CR practices, promoting inclusive learning environments, fostering meaningful classroom relationships, improving assessment and instructional practices, enhancing discourse strategies, and cultivating critical consciousness among both educators and students. Cross-disciplinary collaboration, collaborative mentorship, and sustained personal and professional growth emerged as crucial elements in this transformative process. The study highlights the significance of targeted support and training for educators to effectively integrate CR practices into their teaching.

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.

E-Worksheet to Improve Critical Thinking and Scientific Argumentation Skills: A Systematic Literature Review

Using e-worksheets will provide students with the opportunity to actively participate in the process of technological development in an increasingly rapid world, be able to think critically, and enable students to argue scientifically. E-worksheet is a form of E-worksheet that is done digitally and carried out systematically and continuously over a certain period. E-worksheets can improve critical thinking skills and scientific argumentation. E-worksheets can be created and designed according to needs in the learning process. The student activity sheet contains tasks that must be carried out by students. Where the research aims to examine E-worksheets to Improve Critical Thinking Abilities and Scientific Argumentation: A Systematic Literature review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain that: The types of teaching materials in learning are printed teaching materials, audio teaching materials, audio-visual teaching materials, interactive multimedia teaching materials, and web-based teaching materials; Various forms of E-worksheets: E-worksheets that help students discover a concept, practice, integrate various concepts that have been discovered, study guides, practical instructions; Function of E-worksheet: functions as a medium, learning tool, Critical Thinking Skills and Scientific Argumentation.

The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study.

Arithmetic calculation is a fundamental skill for mathematical learning and daily life. However, elementary school students often make errors in practice. Grounded in the schema theory and the memory retrieval theory of mental arithmetic, this study employs a controlled experiment to investigate the effect of a schema-based method in correcting persistent errors in mental arithmetic, specifically in the context of simple addition operations. The experimental group utilizes a schema-based method to help participants rectify incorrect answers in memory retrieval, while the control group did not receive this treatment. The results showed that significant differences emerged between the experimental and control groups in both the post-test performance and the reduction of persistent error count, indicating that the experimental group had rectified incorrect answers in memory; and persistent errors in simple addition were indeed caused by interference from incorrect answers during memory retrieval; and the schema-based method proves to be effective. The findings of this study contribute to enhancing practical mental arithmetic instruction, assisting students in correcting relevant errors, and improving their mental arithmetic abilities. Not only does it offer directive guidance for teaching practices, but it also provides an enlightening reference for promoting innovative teaching methods.

Research Proposal on Teacher Questioning and Classroom Interaction in Chinese University EFL Classrooms

This research proposes to investigate the correlation between teacher questioning strategies, classroom dynamics, and student engagement in Chinese university EFL (English as a Foreign Language) settings. The proposed research will draw upon mixed methods approach using both quantitative and qualitative analyses including classroom observation, questionnaires, focus group interviews with students and semi-structured interviews with teachers, a kind of methodological triangulation. By addressing the impact of questioning methods on student participation and interaction, this study aims to offer insights into enhancing instructional practices and fostering a more engaged and participative learning environment.

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

AbstractThis study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.

LIVED EXPERIENCES OF TEACHERS USING ADAPTIVE STRATEGIES IN TEACHING ASD LEARNERS: A PHENOMENOLOGICAL STUDY

This qualitative study delves into how teachers apply adaptive strategies to instruct learners with Autism Spectrum Disorder (ASD) in Special Education (SPED) settings. Employing a phenomenological approach, the research utilized individual interviews and focus group discussions to explore various challenges, coping mechanisms, and insights related to the effectiveness and appropriateness of these strategies. Ten participants from SPED schools in Davao City were randomly selected to ensure diverse perspectives, with five engaging in individual interviews and the remaining five participating in focus group discussions. The initial findings reveal significant themes emphasizing the importance of adaptive strategies in teaching ASD learners. Key concepts include the utilization of visual aids, structured environments, and positive reinforcement, aligning with previous research indicating their efficacy in improving understanding and communication among ASD learners. Challenges in implementation, such as the variability in ASD presentations, underscore the necessity for personalized approaches. Furthermore, positive outcomes like personalized learning experiences and increased engagement highlight the beneficial impact of adaptive strategies. Subsequent findings shed light on the coping mechanisms employed by teachers to navigate challenges associated with implementing adaptive strategies. Individualized Education Plans (IEPs), support from colleagues, and open communication with families emerged as crucial coping mechanisms. Additionally, strategies for managing emotional and cognitive demands, ongoing professional development, and adapting instructional practices were emphasized, contributing to a deeper understanding of effective support mechanisms for ASD learners. Further insights into the effectiveness and appropriateness of adaptive strategies highlight themes such as individualized approaches, alignment with specific needs, and enhancement through teacher training and technology, emphasizing the importance of personalized, flexible, and collaborative approaches. These findings provide valuable guidance for educators and policymakers, drawing on relevant literature and research. In conclusion, the study underscores the significance of adaptive strategies in supporting ASD learners within SPED classrooms, advocating for personalized, structured, and inclusive educational approaches. KEYWORDS: ASD learners, adaptive strategies, special education, lived experiences, qualitative inquiry, coping mechanisms, teacher training, individualized approach.