Instructional Practices Research Articles

Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practice

Automated writing evaluation systems are formative assessment systems that provide immediate, automated feedback on L1, L2, and EFL students' writing in the form of writing-quality scores and suggestions for revising. As such, these systems have the potential for alleviating some of the persistent barriers teachers face to implementing evidence-based writing instruction practices. However, simply adopting this technology without careful attention to how it is implemented will not guarantee instructional benefits. In this article we draw on prior research to make recommendations to effectively integrate automated writing evaluation alongside evidence-based writing instruction practices to improve writing instruction and intervention, leveraging the affordances of this technology while addressing its limitations. Specifically, we discuss how researchers, interventionists, and educators using automated writing evaluation should develop students' knowledge of underlying evaluation criteria; teach strategies for planning, drafting, and revising; supplement automated feedback with effective teacher-provided feedback; and enact goal setting and progress monitoring.

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

Implementation of a Technology-Based Writing Intervention to Support Writing Quality

ABSTRACT This study investigated teacher implementation of a technology-based writing intervention package with embedded Universal Design for Learning features. Three teachers at a private school in the Eastern United States provided instruction to 65 elementary and secondary students. Changes in both writing quantity and quality from pretest to posttest with the intervention and from pretest to delayed posttest without the intervention are reported. The study extends previous research by also examining the changes in student performance among the disaggregated writing quality elements at different testing times. The results show that all students demonstrated statistically significant improvements in the number of transition words and holistic writing quality that were maintained even when the technology-based writing intervention was removed. While both elementary and secondary students demonstrated improved quality of writing, elementary students also increased how much they wrote. Improved elements of persuasive writing quality included Identify the Opinion, Determine Reasons, and Explain Why or Say More. The areas that could be further improved included Summarize and Word Selection. Student outcomes in this study demonstrate the versatility of the technology-based writing intervention. Authors discuss how looking at targeted elements of a writing quality measure has implications for instructional practice.

Exploring the Role of Artificial Intelligence in Enhancing Teachers' Competencies: A Comprehensive Review

This study was conducted to explore the role of Artificial Intelligence in enhancing the teachers' competencies. This was a theoretical study in nature conducted while using the secondary data collected from the available books, journals, and dissertations. The results revealed that AI has great potential to enhance teachers' competencies while helping them design relevant educational content aligned with learning objectives and providing feedback on their instructional strategies and practices. It also allowed to automate the student attendance and grading on the teacher's side. It will also assist the teachers in selecting suitable strategies and teaching aids for aiding a wide variety of students including those with special needs. Yet, it is also important to underscore that AI ought to act in support of and not replace with machine algorithms infallible virtues inherent to human education: sympathy; a creative spark; and the ability to individually adapt for each student.

Exploring the Role of Coordinating Centre Tutors in Implementing Early Grade Reading Initiatives in Wakiso District, Uganda

The adoption of Early Grade Reading (EGR) Methodology in 2013 in Uganda brought on board different stakeholders to effectively implement it in the education eco-system. With reference to this particular study, we examined the crucial role of Coordinating Center Tutors (CCTs) in Wakiso District, Central Uganda in the effective implementation of EGR methodology. Wakiso District’s socio-economic and cultural diversity necessitates an adaptive approach to EGR, making CCTs indispensable in tailoring instructional methods. Specifically, we set out to scrutinize how CCTs assess EGR instructional practices, and effectiveness of their training programs on effective implementation of EGR in primary schools in Wakiso district. Data was collected from six purposively selected CCTs through face-to-face interviews. Key findings reveal the multidimensional role of CCTs as trainers, mentors, and community engagers. Their instructional practices, range from center-based training to partnered reading, showcasing a holistic strategy. Positive impacts on literacy development, including enhanced comprehension and confidence among learners, under-score the effectiveness of these practices. Continuous professional development initiatives and targeted training contribute significantly to CCT competency, bridging gaps in their earlier college training. In conclusion, the study emphasizes the dynamic role of CCTs in carrying out ongoing support and targeted training programs. The recommendations encompass mentorship programs, collaborative learning environments, diverse instructional methods, continuous professional development, strengthened partnerships, increased community involvement, a structured referral system, and a dynamic learning environment. This study contributes to the understanding of the intricate dynamics surrounding EGR implementation, providing insights for educational policy-makers, practitioners, and researchers aiming to optimize literacy outcomes in diverse contexts.

Similar Foci, Different Lenses: Literacy Education Beliefs and Practices of Chinese and U.S. Teachers

The differences in literacy education practices between China and the United States are often attributed to their different educational, sociocultural, and historical contexts. However, this sweeping view offers little to help literacy educators in both countries understand the beliefs behind literacy instructional practices and how different or similar these beliefs are. This study examines key characteristics of how Chinese (n=40) and U.S. (n=44) literacy teachers (Pre-K-8th grade) articulate their beliefs about literacy education, delineating their differences and similarities. An inductive content analysis of teachers’ self-reported written narratives about their beliefs and practices in literacy education, along with double coding, reveal that the teachers’ espoused disciplinary beliefs focus on similar themes for the most part. However, their lenses were markedly different, tinted by both the substance and style of their literacy instruction contexts, as well as their cultural epistemological foundations. Inconsistencies between teachers’ beliefs and practices manifested differently in the two groups, but they reflected similar sources. Understanding these varying and nuanced beliefs in cross-cultural contexts can inform teacher education and education reform and counter the insularity of educational research.

From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

AbstractThe increasing diversity in modern classrooms necessitates that teacher education programmes equip pre-service teachers with skills to create equitable and inclusive learning environments for all students. In response to this imperative, particularly within the Chinese educational context, this study investigated pre-service teachers' multicultural attitudes—including stages of awareness (Know), emotional engagement (Care), and behavioural intentions (Act)—and their differentiated instruction skills. Furthermore, it examined how Chinese teacher education programmes can cultivate these attributes and enhance their alignment. Using a mixed-methods approach, we surveyed 257 pre-service teachers on their multicultural attitudes and 1356 students on their perceptions of their teachers' differentiated instruction skills, supplemented by in-depth interviews with 10 pre-service teachers. Results from descriptive, correlation, and multilevel modelling analyses revealed that pre-service teachers generally possessed positive multicultural attitudes, progressing from initial awareness to empathy and behavioural intention, and were perceived as proficient in differentiated instruction. However, the Know and Act dimensions showed limited direct relationships with student-perceived differentiated instruction practices, highlighting an 'intention-action gap'. Content analysis identified several essential components of teacher education for enhancing pre-service teachers' multicultural competence and bridging this gap, including specialized formal training, reflection activities, and practical application opportunities. These findings advocate for a shift towards more personalized, experiential, and reflective learning environments in Chinese teacher education programmes to better align multicultural attitudes with effective differentiated instruction implementation.

Enhancing Analytical and Critical Thinking Skills through Reflective and Collaborative Learning: A Quasi-Experimental Study

In the context of contemporary higher education, cultivating students' analytical and critical thinking capabilities is essential for their achievement in both academic and professional arenas. Conventional pedagogical approaches frequently fail to adequately support the advancement of these sophisticated cognitive competencies. Recent studies suggest that reflective and collaborative learning methodologies can significantly strengthen these skills. Nevertheless, there remains a paucity of research concerning the overall effects of these educational strategies on university students. This initial investigation seeks to fill this void by assessing a blended instructional model that combines reflective and collaborative learning techniques to enhance the analytical and critical thinking abilities of students at Yunnan University of Traditional Chinese Medicine. The results indicate that this holistic approach not only improves cognitive skills but also fosters a more engaging and effective educational atmosphere. This research provides empirical validation for the incorporation of reflective and collaborative learning, offering valuable insights for curriculum design and instructional practices within higher education.

Instructional Leadership Practice among Principals of Chinese Primary Schools in Selangor

Instructional Leadership Practice among Principals of Chinese Primary Schools in Selangor

Backward Design in Pre-Service Teacher Education to Enhance Curriculum Knowledge

This action research aimed to enhance the curriculum knowledge of 37 pre-service teachers in early-childhood education through backward design (BD) as an innovative framework. Participants enrolled in an online curriculum development course focusing on curriculum elements and underwent BD-based instruction for five weeks. Multiple data collection tools were employed, including pre- and post-achievement tests and curriculum literacy scales, digital learning journals, performance tasks, course observations, and interviews. The results showed a significant improvement in the curriculum knowledge of the pre-service teachers. This was evidenced by a notable increase in curriculum literacy scores, a moderate improvement in achievement test scores, and positive performance task outcomes. These findings highlight the effectiveness of BD-based instruction in enhancing the curriculum knowledge of pre-service teachers. This study provides valuable insights for teacher educators to effectively tailor their instructional approaches. Further research is needed to validate these results and advance instructional practices in pre-service teacher education.

The impact of vocabulary assessments on quality of life: Insights from professionals on their application with students with disabilities.

Assessing vocabulary skills is a crucial aspect of educational interventions for students with disabilities, as it directly influences their academic progress, overall communication abilities, and quality of life. This study aims to explore professionals' perceptions regarding the vocabulary assessments used with students with disabilities. By gaining insights into their perspectives and experiences, we can improve the assessment process and enhance instructional practices, ultimately contributing to a better Quality of Life (QoL) for these students. Data were collected through a survey questionnaire completed by 375 professionals working in the field of special education. The findings indicate that professionals in the private sector express higher satisfaction levels and demonstrate better proficiency in applying vocabulary assessment tools compared to those in the public sector. Furthermore, the results reveal that professionals specializing in speech and language disorders report higher satisfaction levels compared to professionals in other specialized areas.

Investigating Preparatory Year Saudi Students’ Preferences Towards Different Feedback Methods to Improve Their Writing in EFL Classrooms

This research aims to determine the most effective type of feedback for enhancing the writing skills of the students of English as a Foreign Language (EFL) in Saudi Arabia. The study investigates preparatory year students' attitudes towards different feedback types, direct comments, indirect suggestions, and metalinguistic feedback. By analyzing the effectiveness of these feedback methods, educators can improve EFL education in Saudi Arabia. The research employs a mixed methods approach, involving interviews with seven teachers and a questionnaire administered to students. Findings from previous studies on feedback effectiveness were reviewed to provide insights for instructional practices. Ultimately, the study intends to provide valuable insights into the feedback methods employed in the EFL writing classes in Saudi Arabia. The findings show that teachers tend to prefer indirect feedback, while 75% of male students favor direct feedback and 66.7% of female students prefer metalinguistic feedback. However, indirect feedback was ranked as the second favorite type by both male students, who accounted for 15%, and female students, who accounted for 20%. Overall, indirect comments appear to be the most effective as they allow students to reflect on their mistakes and discover the correct answers, enhancing their learning experience. To establish more reliable and valid results, the researchers recommend repeating the study with a larger sample of participants.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

Assistive Technology Integration for Students with Speech and Language Impairments: A Mixed Methods Study

This study examines a large urban public school (UPS) district in the Midwest USA that has faced bankruptcy, state takeover of public education, and financial scams. As a result, UPS's capacity to integrate assistive technologies (AT) has been limited and is declining. This study investigates the UPS teachers' technological pedagogical content knowledge (TPACK) and how the UPS teachers integrate AT for students with speech and language impairments (SLI). This article details the UPS special education and general education teachers' TPACK across grade levels, content, and classroom settings. This article reports the UPS teachers' current integration of AT, instructional practices, implementation, and experiences integrating AT in the classroom for students with SLI. 94 UPS teachers participated in the online survey. The study found no significant differences in the UPS teachers' TPACK across classroom settings or grade levels. Results show no significant differences between the UPS teachers' TPACK in mathematics, social studies, science, or literacy content knowledge. The study revealed that UPS teachers utilize various AT tools, from basic tools like [calculators, audio/video recording devices, and voice amplifiers] to more advanced tools like [iPads, SmartBoards, and computers], for diagnostic, formative, and summative assessments. Results indicate that the UPS teachers utilize similar instructional methods across content and express mostly positive experiences integrating AT for SLI students.

Antioxidant Activity of Hotong (Setaria italica) Seeds from Buru and its Implications for Biochemistry Learning

Hotong Buru seeds (Setaria italica) are a local wisdom food ingredient in South Buru Regency, Maluku Province, Indonesia. These hotong seeds are widely consumed by the people of South Buru as a staple food substitute for rice. Hotong Buru seeds contain bioactive components that have antioxidant properties, including tannins and Vitamin E. Tannins are polyphenols, one of the anti-nutrients found in food ingredients. These components are mostly contained in the epidermis. This research aims to analyze the antioxidant activity of Hotong Buru (Setaria italica) seeds and their implication for Biochemistry Learning. Antioxidant analysis was conducted using 1,1-dephenyl-2-picryl-hydrazyl (DPPH) as a free radical. Descriptive analysis was used to describe the chemical composition and quality of Hotong Buru seeds in tables and graphs. Inferential analysis was done using one way ANOVA technique to analyze the effect of food quality. All data were presented descriptively, and antioxidant activity was calculated using the SPSS Program. The results showed that Hotong seeds from Buru Island positively contain secondary metabolite compounds such as alkaloids, flavonoids, terpenoids, steroids, tannins, and saponins. The content of these secondary metabolites can act as antioxidants for the human body. Antioxidants are very important to delay or inhibit damage to molecular compounds. In addition, the results of this study are implicated in biology learning, especially biochemistry, food science, and nutrition courses. The phytochemical test showed that there were antioxidants in Hotong Buru seeds ingredients, there are alkaloids, flavonoids, steroids, tannins, terpenoids, and saponins. The implications of research results for biology learning have been made clear in the form of practical instructions that have been applied to students of the Pattimura University Biology Education Study Program. Keywords: Hotong buru, antioxidants, culinary ingredients, biochemistry learning

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

ABSTRACTThis paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

Exploring the Relationship Between Language competence and Intercultural Communicative Competence Among English as a Foreign language Learners: A Mixed-Methods Study

This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

Teaching multicultural children’s literature in a diverse society: from a historical perspective to instructional practice

Teaching multicultural children’s literature in a diverse society: from a historical perspective to instructional practice

Effects of Teachers’ Digital Leadership on Students’ Learning Outcomes in Selected Secondary Schools in Mfoundi Division-Cameroon

Purpose: Using digital leadership in instructional practices, teachers may or may not empower every student to reach his or her full potential. Hence, the purpose of this study was to investigate the effects of teachers’ digital leadership on students’ learning outcomes in selected schools in the Mfoundi division-Cameroon. The objectives of the study were: To examine the effects of teachers’ digital supervision of instruction on students’ learning outcomes; and to find out the effects of teachers’ digital communication on students’ learning outcomes. Materials and Methodology: The study adopted the descriptive survey design. From an accessible population of 220 teachers who held administrative positions (like principal, vice Principal, discipline master/ mistress and head of department), a sample size of 198 was deemed appropriate for the study. The purposive and simple random sampling techniques were used. Questionnaire was used as instrument to collect data. Cronbach’s alpha coefficient for the questionnaire was 0.874. The data collected was analyzed using descriptive and inferential statistics. Findings: The ANOVA results indicated that teachers’ digital supervision of instruction has statistically significant positive effect on students’ learning outcomes (F=2263.7, P-Value 0.000). Similarly, teachers’ digital communication has statistically significant positive effect on students’ learning outcomes (F=6917.1, P-Value 0.000). Implications to Theory, Practice and Policy: Based on the results recommendations were made which include that government should organize capacity building seminars focusing on the integration of technology into teaching learning activities for teachers and school administrators and, teachers should use technology devices to direct, coordinate, and monitor instructional practices so as to positively enhance students’ learning outcomes and improve school success.

Conferencing: A Catalyst for Developing Children’s Writing

AbstractThe writing process approach is recognized as an effective instructional practice for engaging children in the writing process and developing emerging writing skills. The writing conference is an integral component of the writing process. One-on-one conferencing sessions create differentiated instructional spaces for teachers to respond to the individual needs of learners. Understanding how teachers leverage conferencing sessions to effectively engage and support young learners’ writing remains a limited area of research. This case study documents one experienced teacher’s conferencing practices with 19 first-grade writers. Findings show conferencing conversations worked in an integrated, multidimensional way to support young writers. Conferencing dimensions leveraged children’s funds of knowledge, questioning and affirming statements, and writers’ craft components to nurture relationships and offer feedback aligned with children’s zone of proximal development.