Instructional Principles Research Articles

TEACHING WRITING AT THE PRIMARY LEVELS

Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.

Player professional development: A case study of teacher resiliency within a community of practice

This case study follows seven high school teachers over the course of a year engaging in “Player Professional Development.” As these teachers studied game design principles for classroom instruction, this study looks at how their gameful learning intersected with administrative disruption of teacher time. Building on literature about communities of practice, teacher resiliency, and game-based learning, these findings highlight how structural barriers to teacher-led PD affect feelings of teacher burnout. Ultimately, the teachers in this study shifted from a stance of “playing” to “escaping” PD, reflecting a general attitudinal shift to structural PD challenges at their school site.

The relevance and efficacy of metacognition for instructional design in the domain of mathematics

The efficacy of metacognition as theory-based instructional principle or technique in general, and particularly in mathematics, is explored. Starting with an overview of different definitions, conceptualizations, assessment and training models originating from cognitive information processing theory, the role of metacognition in teaching and learning is critically discussed. An illustrative training program in kindergarten demonstrates that explicit and embedded metacognitive training can have an effect on mathematics learning even in very young children. Theoretical and methodological issues for future research, and recommendations for mathematics educators, are analyzed within the framework of the Opportunity-Propensity and Universal instructional design framework, demonstrating the relevance of metacognition in the domain of mathematics teaching, impacting children’s learning of mathematics and their active involvement in their learning process.

Applying assessment through teaching and instructional psychology: An alternative model of service delivery to raise attainment in primary schools

Aim:This paper describes an alternative model of service delivery implemented by two Educational Psychologists (EPs) during an academic year in collaboration with an external psychological consultant. The alternative model aims to bridge the gap between theory and practice by drawing on instructional psychology and assessment-through-teaching (ATT), and its application within a whole school setting.Rationale:Prior to the study each school was allocated a limited amount of EP time, which tended to be used within the special educational needs (SEN) population. Selected schools were offered the option of a model of service delivery where the focus was on ATT, raising the attainments of all pupils, whilst at the same time meeting the needs of the lowest achieving pupils.Method:The EP time available to visit each school was amalgamated and replaced with 16 fortnightly, half-day workshops, where the key features of an ATT model were presented in order to meet a diverse range of needs in reading, spelling and maths on a whole class basis.Findings:School staff reported that their knowledge of research increased, teaching methodologies in schools were refined and children’s meta-cognitive skills improved. School data suggested whole class reading gains for both higher achievers and children perceived to have SEN. Implications from the research are considered with reference to the role of the EP in supporting schools in the implementation of instructional principles and ATT.

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = −1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

Cross-Field Comparison of Ethics Education: Golden Rules and Particulars

ABSTRACTResearch misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields. In the present study, we analyzed 62 empirical studies in engineering, biomedical science, social science, and mixed fields. The findings suggest certain instructional principles, or “golden rules,” apply generally to all fields. These golden rules include maintaining a field-specific or field-general approach and emphasizing processes in training. The findings also suggest that content areas contributing to instructional effectiveness vary as a function of field. Generally, it appears that all fields may benefit from taking a multi-pronged approach to ethics education wherein the salient field issues are covered. Implications for RCR education are discussed.

Instructional quality of massive open online courses: a review of attitudinal change MOOCs

This study builds on prior research regarding attitudinal learning MOOCs, and a study examining the quality of MOOCs based on adherence to the first principles of instruction. Nine MOOCs designed for attitudinal instruction were reviewed to rate the degree they incorporated first principles of instruction and first principles of attitudinal instruction. The study found that while none of the MOOCs incorporated all of the first principles, overall, they incorporated the first principles of instruction more consistently than in the prior study. The review also showed that all of the courses did incorporate the attitudinal instruction first principles to some degree. This study provides researchers an approach to evaluating the instructional design quality of attitudinal instruction in general and MOOCs designed for attitudinal learning specifically, while also guiding practitioners in understanding how others have approached the design of attitudinal learning MOOCs.

Problem Centric Instructional Approach for Computer Science & Engineering E-Content Development

Instructional strategies for e-content development have to be entirely different from that for traditional printed materials, such as text books and manuals. This is due to the fact that, technically and socially both have different instructional processes. Due to the advent of ICT development in recent times, many Computer Technology subject contents are being uploaded in e-learning modes. Training imparted through e-modes has increased in recent times specifically in India. This paper demonstrates the effectiveness of our suggestion on Real World Problem centric Instructional approach. Specific issues on the e-mode have been inferred through a social study conducted on Indian learners (respondents). The paper justifies the adaptation of ‘First Principles of Instruction’ through our experimental study. Due to reasons elaborated in the paper this proven Instructional approach using ‘First Principles of Instruction’ would be well suited for e-content development of Computer Science and Engineering subjects.

Using “First Principles of Instruction” to Design Mathematics Flipped Classroom for Underperforming Students

Using “First Principles of Instruction” to Design Mathematics Flipped Classroom for Underperforming Students

Principles for Effective Asynchronous Online Instruction in Religious Studies

AbstractAsynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It recommends instructors focus on humanizing their course website, “chunking” their course content, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners.

The Effect of Team-Based Learning Coupled with Merrill’s First Principles of Instruction on the Achievement of Learning Objectives in Nursing Students

Introduction Team-based learning is one of the methods concerned in medical education. Teaching and learning have some principles known as Merrill’s first principles that are a basis for effective education. This study examined the effect of using team-based learning combined with Merrill’s Principles on achieving learning objectives in nursing students. Methods This was a semi-experimental, applied research that used pretest-posttest design with a control group. The statistical population included all undergraduate students of Ardebil University of Medical Sciences, Meshkin Shahr campus, in 2015 - 2016. The sample group comprised a class of nursing students selected by convenience sampling method (n = 47). The subjects were divided into two groups of control (n = 23) and test (n = 24) using simple random allocation. A pretest was given to both groups prior to the implementation of the training. Then, the intended plan was executed for 5 weeks and at the end, a posttest was administered. The data were analyzed by applying covariance analysis test using SPSS version 20. Results The results showed that the learning objectives scores in the test group increased from 2.68 and 1.31 to 17.83 and 12.16 for remembrance and application levels, respectively, while the increments were not significant in the control group. In other words, there was a significant difference in the achievement of learning objectives between the test and control groups (P < 0.001), implying that the test group had better learning. Conclusions By using team-based learning combined with Merrill’s First Principles, we can improve learning objectives achievements.

The Trajectory Controller Design and Implementation of a Certain Vehicular Missile Virtual Mark

To solve the trajectory control problem of vehicular missile virtual mark ,we design a kind of stepping motor control system based on single chip microcomputer, according to the generation principle of missile control instruction, single chip microcomputer generates longitudinal direction and horizontal direction control signal, realizes simulation of missile flight trajectory on the graphic. This design adopts to 8051 single chip microcomputer, study and explore missile trajectory operation rule, and combine with control theory, establish stepper motor control system based on single-chip, design hardware and software structure, simulate actual missile trajectory, finally realizes a vehicle-mounted striker anti-tank missile training simulation system of trajectory control.

Interactive Instruction in Bayesian Inference

An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction. These principles concern coherence, personalization, signaling, segmenting, multimedia, spatial contiguity, and pretraining. Principles of self-explanation and interactivity are also applied. Four experiments on the Mammography Problem showed that these principles help participants answer the questions at significantly improved rates. Nonetheless, in novel interactivity conditions, performance was lowered suggesting that more interaction can add more difficulty for participants. Overall, a leap forward in accuracy was found, with more than twice the participant accuracy of previous work. This indicates that an instructional approach to improving human performance in Bayesian inference is a promising direction.

An Exploration of the Relationship between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery

&lt;p&gt;The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students. There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas &amp;amp; Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006; Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.&lt;/p&gt;

Review Essay: Minimizing the Distance in Online Writing Courses through Student Engagement

Applied Pedagogies: Strategies for Online Writing Instruction, edited by Daniel Ruefman and Abigail G. Scheg. Boulder: UP of Colorado for Utah State UP, 2016. Print. Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew. Fort Collins: WAC Clearinghouse and Parlor Press, 2015. Print. A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI) by the CCCC Committee on Best Practices for Online Writing Instruction. Conference on College Composition and Communication. Mar. 2013. Web.

Instructional Principles of Elementary Moral Education with ‘Brain based Learning’

Instructional Principles of Elementary Moral Education with ‘Brain based Learning’

The Investigation of the Book "The Education of Little Tree" within Context of Instructional Principles

The Investigation of the Book "The Education of Little Tree" within Context of Instructional Principles

Creating Content Acquisition Podcasts (CAPs) for Vocabulary

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.

Developing conceptual understanding in a statistics course: Merrill’s First Principles and real data at work

Difficulties in learning statistics primarily at the college-level led to a reform movement in statistics education in the early 1990s. Although much work has been done, effective learning designs that facilitate active learning, conceptual understanding of statistics, and the use of real-data in the classroom are needed. Guided by Merrill’s First Principles of Instruction (First Principles), a blended, introductory college-level statistics course that incorporated real data was designed and implemented. A single descriptive case design was used to investigate how the course design facilitated learning and the development of statistical conceptual understanding (i.e., statistical literacy, reasoning, and thinking skills). Results from both quantitative and qualitative data analyses indicated that the course designed using First Principles as a guide was effective in promoting students’ conceptual understanding in terms of literacy, reasoning, and thinking statistically. However, students’ statistical literacy, specifically, the understanding of statistical terminology did not develop to a satisfactory level as expected.

Snapshots of Equitable Teaching in a Highly Diverse Classroom

Two instructional principles–being open to students' input and building on misconceptions–can open the door for mathematics learning in community college.