Quality Of Instruction Research Articles

Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge (TPACK): Group composition matters

Collaborative design practices, in which pre-service teachers construct lesson plans in small groups, is regarded as beneficial to attain professional development. However, it is largely unclear which factors determine the effectiveness of collaborative design within technology-related teacher education. Against this background, we investigated to which extent the group composition regarding motivational (self-efficacy, utility-value) and knowledge-based heterogeneity affected the quality of designed lesson plans and outcome of professional development interventions. Furthermore, we investigated whether the quality of the lesson plans was related to pre-service teachers’ professional development such as acquisition of technological-pedagogical-content knowledge (TPACK). The data was collected within a larger research project which investigated the effectiveness of a TPACK-intervention within 5 subject pedagogies to foster pre-service teachers’ learning. Lesson plans of N = 68 pre-service teachers nested within k = 23 natural occurring groups were analyzed regarding their instructional quality and technology exploitation. Additionally, we measured pre-service teachers’ technology-related professional knowledge, and their technology-related motivation in a pre-post-test-design. The analyses revealed that motivational group heterogeneity positively affected the quality of the collaboration product (i.e., lesson plans). The quality of the lesson plans was not related to the acquisition of technology-related professional knowledge, but negatively related to pre-service teachers’ self-efficacy and utility-value. Similarly, the heterogeneity regarding prior knowledge was negatively correlated to TPACK knowledge gain. These findings highlight that heterogenous group composition during collaborative design practices in pre-service teacher education may be a double-edged sword to attain professional development.

A Trial of Practical Training on Online Medication Instructions in Clinical Preparatory Education: Development of Human Resources to Provide New Forms of Medical Care after the COVID-19 Pandemic

The coronavirus disease 2019 (COVID-19) pandemic has considerably affected several social services. The Ministry of Health, Labour, and Welfare has partially revised the Pharmaceuticals and Medical Devices Law and established legislations on permanent online medication instructions. Based on these social needs, the development of human resources to provide online medication instructions is vital. Therefore, we developed a training program for providing online medication instructions in preparatory clinical education. Pharmacy students who had conducted medical interviews with standardized patients participated in the training. Educational outcomes were evaluated using an objective multiple-choice test and free description before and after practical training. The median number of correct answers on objective tests on the legislation on online medication instructions increased significantly. Based on the free description analysis, students were able to comprehend the influence of communication environment on the quality of medication instructions. Based on the results of the direct evaluation using objective testing and indirect evaluation by analyzing the free descriptions, they also acquired the skills necessary for providing online medication instructions. Therefore, this training program can contribute to mastering the provision of online medication instructions.

教育国际化背景下的全英文教学实践研究

In the context of global economic integration, technological advancement, and cultural diversity, the practice of full English-language instruction within the framework of internationalized education in China aligns with the global trend and represents a significant historical development. Full English-language instruction, as a global educational trend, aims to facilitate international educational exchange, enhance students’ comprehensive abilities, and promote cross-cultural adaptability. However, this educational model also faces certain challenges, including issues related to unclear curriculum selection, ambiguous definition of the target audience, insufficiently targeted teaching methods, and inadequate teaching evaluation and feedback mechanisms. To address these challenges, this paper examines the characteristics and current status of full English-language instruction, and proposes a series of practical measures. These measures encompass teacher training, curriculum and materials development, international academic collaborations, as well as quality assessment and improvement. The goal is to elevate the quality of full English-language instruction and further promote the development of internationalized education.

Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey

It is a well-known fact that societies today need to provide quality mathematics education to individuals from their early years in order to compete on a global scale. Although there is a growing interest in early mathematics, there are still some obstacles regarding quality mathematics instruction. Two of the most important obstacles are the mathematics pedagogical content knowledge (MPCK) and early mathematics teacher qualification of pre-school teachers. The purpose of this study was to evaluate the relationship between pre-school teachers’ classroom mathematics practices and their MPCK. The study included 55 pre-school teachers. Classroom Observation of Early Mathematics – Environment and Teaching (COEMET) was adapted into Turkish. The teachers’ MPCK was assessed using the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics (SPECKECM). The results show that the teachers’ MPCK was at a medium level, being most successful regarding shapes and least in patterns. The COEMET scores were positively and statistically significantly correlated to the total score of the SPECKECM. Moreover, teachers’ pedagogical content knowledge (PCK) scores successfully predicted the total COEMET scores.

학습자 중심 혁신교수법 활용 수업에서의 학습퍼실리테이터 운영 사례 연구

This study aims to propose strategies for effective implementation and dissemination of learner-centered innovative teaching methods, as well as efficiency and quality management in large-scale instruction. To achieve this, we analyzed the case of A University's Learning Facilitator Support Program, and the findings are as follows: The Learning Facilitator Support Program has proven to be effective in facilitating the operation of classes with a large number of students. And, it has demonstrated a positive impact on academic performance. Therefore, it is concluded that strategies are needed to enhance the program's effectiveness in managing and improving the quality of instruction. These strategies should include institutional improvements at the school level, enhancements to the learning environment, improvements in operational methods and sharing strategies at the CTL level.

Charismatic Teaching: Cultivating Motivation in Community College Classrooms

There are over six million community college students in the United States. Many non-traditional students face unique obstacles as they balance work, school, and familial responsibilities. As a result, community college students can become unmotivated in their classes, and this lack of internal drive can negatively impact their success and longevity in school. Therefore, college faculty must learn new strategies to cultivate motivation in their classrooms, whether in person or online. One technique instructors can utilize is charismatic teaching, which includes teachers’ professional knowledge, positive character traits, sense of humor, and quality teaching techniques. This quantitative predictive correlational study examined if, and to what extent, a predictive relationship existed between charismatic teaching and students’ intrinsic and extrinsic motivation in community colleges in the Northwest United States. The results indicated that the global score of charismatic teaching (professional knowledge, positive character traits, sense of humor, and quality instruction techniques) was the highest predictor of intrinsic motivation (R2=.51). Educators can cultivate intrinsic motivation in community college classes, whether in person or online, through charismatic teaching techniques. However, charismatic teaching did not significantly predict students’ extrinsic motivation. College faculty may consider employing charismatic teaching techniques to improve community college students’ intrinsic motivation in their classes.

Teacher versus student perspectives on instructional quality in mathematics education across countries

The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.

Analysis of Online Learning Issues within the Higher Education Quality Assurance Frame: ‘Pandemic Lessons’ to Address the Hard Time Challenges

Amid the challenges posed by the COVID-19 pandemic, this study conducts a rigorous analysis of the online learning landscape within higher education. It scrutinizes the manifold issues that emerged during the era of quarantine restrictions, investigating the perspectives and experiences of students and academic staff in this transformative educational paradigm. Employing a comprehensive suite of research methodologies, including content analysis, observation, comparative analysis, questionnaires, correlation studies, and statistical and graphical methods, this research unearths the substantial challenges faced by participants in online learning. It meticulously evaluates the advantages and limitations of this pedagogical shift during the pandemic, probing into satisfaction levels regarding the quality of online instruction and the psychological aspects of adapting to new learning environments. Moreover, this study offers practical recommendations to address the identified challenges and proposes solutions. The findings serve as invaluable insights for higher education management, particularly within the framework of quality assurance, equipping administrators with the requisite tools and strategies to confront the extraordinary challenges that have arisen in contemporary higher education. These lessons gleaned from the crucible of the pandemic’s trials also hold a unique promise. The results of this research are not confined to a singular crisis but carry a profound implication: the effective application of online learning, even under the most arduous conditions. These ‘pandemic lessons’ become the guiding light for resilient education in the face of any adversity.

Faculty perception of online education: considerations for the post-pandemic world

In the post-COVID era, academic institutions adapted curricula, utilizing aspects of the online delivery in full or partially. Consequently, this research focuses on identifying the factors that influence faculty perceptions of effective online delivery in higher education and comparing them with students’ perceptions. The study involves semi-structured interviews with 15 faculty members at a renowned university to gain insights into their online teaching experiences during the pandemic. Additionally, 51 faculty members participated in a survey using the Relative Importance Index (RII) method to determine the most significant practices impacting online delivery. The results indicate that the most concerning factor for faculty during online delivery is facilitating students’ engagement and interactions in class, with an RII of 0.94. Controlling academic dishonesty during assessments receives a relatively lower concern with an RII of 0.67. Making lectures interactive is identified as the most challenging practice for faculty. Comparing the findings with students’ perceptions based on previous studies, both groups emphasize the significance of effective communication, interaction, and the use of technology. Faculty prioritize the delivery and organization of lectures, while students focus on engagement and interactive elements. Faculty value organization and relevance in assignments, while students emphasize instructor qualities and responsiveness.

Schooling of Refugee Students from Ukraine in Austria and Its Risk for Creating Educational Inequity

ABSTRACT Due to the unexpected outbreak of war in Ukraine and the resulting forced migration, access to education became an immediate priority for refugee children and youth. Against this backdrop, this study highlights school models of Ukrainian students and sheds light on the associated distribution of school resources using data from 14 problem-centered interviews with school personnel. Results indicate great diversity in the implementation of education for students from Ukraine. In addition, participants cited students’ motivation to learn, their social inclusion, and the double burden of attending two schools as the biggest challenges. The findings also suggest that more staff are needed to ensure that teachers can provide quality instruction to all learners. Moreover, must be encouraged in their belief that the placement of newly arrived students in mainstream classes needs to be promoted. The results are discussed in terms of their potential impact on educational inequity in Austria as well as policy and practical implications.

Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability

Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three U.S. parents of children with IDD (ages 4–7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child’s reading abilities and implement the intervention with fidelity.

Opting for open‐source? A review of free statistical software programs

AbstractStatistical software is commonly used in undergraduate social sciences statistics courses. Due to the increase in online/hybrid courses and the cost of SPSS, instructors may wish to switch to another statistical software. We cover seven programs: Excel, Google Sheets, jamovi, JASP, PSPP, R, and SOFA. We compare programs using the following criteria: ease of download, quality of online instructions, availability of instructor resources, sophistication of analyses available, ease of use, operating system requirements, whether it uses point‐and‐click or code, and whether a VPAT is available. Adopting new course materials is a valuable part of instruction but time‐consuming. Therefore, this review provides information about commonly available or free open‐source programs so instructors can choose based on the needs of their students and/or institutions.

Optimization of the game improvement and data analysis model for the early childhood education major via deep learning

An ever-growing portion of the economy is dedicated to the field of education, intensifying the urgency of identifying strategies to secure the sector’s enduring prosperity and elevate educational standards universally. This study introduces a model for enhancing games and optimizing data analysis within the context of early childhood education (ECE) majors, hinging on deep learning (DL). This approach aims to enhance the quality of instruction provided to ECE majors and refine the effectiveness of their professional pursuits. This study commences by examining the incorporation of DL technologies within the domain of ECE and delving into their fundamental underpinnings. Subsequently, it expounds upon the design philosophy underpinning ECE games operating within the framework of DL. Finally, it outlines the game improvement and data analysis (GIADA) model tailored to ECE majors. This model is constructed upon DL technology and further refined through the integration of convolutional neural networks (CNN). Empirical findings corroborate that the DL-CNN GIADA model achieves data analysis accuracy ranging from 83 to 93% across four datasets, underscoring the pronounced optimization prowess bestowed by CNN within the DL-based GIADA model. This study stands as an invaluable reference for the application and evolution of artificial intelligence technology within the realm of education, thereby contributing substantively to the broader landscape of educational advancement.

Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate

ABSTRACT In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation.

English Language Teachers’ Professional Development at Tertiary Level in Bangladesh: Challenges and Prospects

This study delves into the complex landscape of tertiary teachers' professional development in Bangladesh, examining both the formidable challenges and promising prospects that shape the growth and effectiveness of educators in the nation's higher education system. In Bangladesh, tertiary education plays a pivotal role in shaping the future of its youth and the nation's economic progress. However, the quality of higher education hinges on the quality of instruction, making professional development for teacher’s imperative. The study unveils the significant challenges faced by these educators, including the burden of heavy workloads, financial constraints, limited access to development opportunities, and resistance to change. These challenges collectively hinder the professional growth of teachers, which, in turn, affects the quality of higher education. Conversely, the study illuminates the substantial prospects of professional development for tertiary teachers in Bangladesh. It underscores the vital role professional development plays in enhancing teaching skills, aligning curricula with industry needs, and preparing graduates to excel in the global job market. Strategies such as institutional support, technology integration, faculty collaboration, and needs assessments have been identified as avenues to address these challenges effectively and unlock the potential of growth for educators in Bangladesh's higher education landscape. In conclusion, while Bangladesh grapples with obstacles that impede the professional development of tertiary teachers, the prospects remain optimistic. By recognizing the importance of continuous learning, investing in institutional support, harnessing the power of technology, and implementing strategic policies, the nation can empower its educators to thrive in their roles. This, in turn, promises a brighter future for higher education, better-prepared graduates, and a stronger national economy.

Optimizing learning engagement and performance in technical education: Harnessing the power of video tutorials for enhanced motivation and skill development in Shield Metal Arc Welding Subject

This study aimed to enhance the quality of Shield Metal Arc Welding instruction in Class XI Welding Engineering at State Vocational High School 1 Bukittinggi through the integration of interactive media videos. Employing a class action research design with saturated sampling, the research findings revealed that the implementation of video tutorials significantly improved student motivation and learning outcomes. The use of video tutorials captured students' interest, resulting in increased motivation for learning Shield Metal Arc Welding. In the initial cycle, student motivation in Class XI Welding Engineering at State Vocational High School 1 Bukittinggi, as measured in meeting I, stood at 54%, indicating a less motivated state. By meeting II of cycle I, the motivation increased to 61%, categorized as moderately motivated. In the subsequent cycle, meeting I recorded a motivation level of 72%, demonstrating a motivated state, while meeting II in cycle II reached 82%, indicating a highly motivated state. Consequently, there was a noticeable progression in student learning motivation from cycle I to cycle II. Furthermore, student learning outcomes in Shield Metal Arc Welding for Class XI Welding Engineering at State Vocational High School 1 Bukittinggi improved when videos were utilized as interactive media. In cycle I, the average student learning outcome was 77.88, categorized as moderate. In cycle II, the average increased to 79.06, reflecting a high level of achievement. This indicates a positive shift in student learning outcomes, moving from moderate to good performance.

Qualitative Review of Monitoring and Evaluation Practices in Higher Institutions in Uganda

Purpose: The purpose of the study was to investigate how the practices employed in the Monitoring and Evaluation processes contribute to the overall goal of Higher Education Institutions in Uganda. It was carried out using a qualitative document review method. The study was guided by five objectives: to examine the legal framework of monitoring and evaluation in Uganda’s higher education institutions, to formulate monitoring and evaluation policy in higher education institutions, to assess the establishment of constituent colleges of Makerere university, to examine how monitoring and evaluation policy affects university teaching quality, and to assess how the M & E policies are performed at the university senates and council committees.
 Findings: The findings of the study show that the Uganda Ministry of Education and Sports (MoES) has prioritized the concept of quality assurance in the sector at all education levels. Each college at Makerere University is administered as a semi-autonomous entity within the larger university and the overall supervision of the college is the responsibility of the university council and it is the responsibility of College leadership to conduct regular M&E of services offered in their units to ensure that quality is not compromised. Student evaluation of teaching (SET) is used in Makerere university where questionnaires are given to students to evaluate the quality of instruction by their instructors at the end of every lecture, course or semester. There is also peer observation of teaching where colleagues from the same department, subject or discipline help in giving and receiving feedback from one another on the quality of teaching and effectiveness.
 Recommendations: However, the study recommends that monitoring and evaluation should be implemented even in the secondary and primary education, institutions should have both internal and external evaluations for consistency and transparency, more research should be done on the challenges facing the established policies in higher education institutions of learning in Uganda.

The Perception of Bacolod-Kalawi National High School Teachers towards Distance Learning amid the Pandemic

The study determined the perceptions of teachers at Bacolod-Kalawi National High School towards distance learning amid the pandemic. Distance learning, being one of the flexible learning options approved by the Department of Education, was observed during the school year 2021-2022. This study used descriptive-quantitative research design to describe the profile of the respondents in terms of their perception towards distance learning to ensure valid information and reliable response of the respondents. Qualitative research design was used through semi-structured survey questionnaire as the main instrument in data gathering in securing information on the perceptions and challenges of distance learning by using three open-ended questions relevant to the perception being tackled. In selection of the respondents, thirty-three (33) teacher-respondents of the study were randomly selected from the teachers experiencing and teaching through distance learning at Bacolod-Kalawi National High School. The results indicated that the support of the school administration in the conduct of distance learning played an important role in the performance of the respondents’ duties while giving importance to the quality of instruction, encouraging their learners to make good use of technology, but having to deal with the hidden or unexpected expenses caused by this mode of learning.

Cross-Cultural Communication in English Interpretation Teaching of Higher Education: Challenges and Strategies

As globalization continues to advance, the importance of cross-cultural communication has become increasingly evident in various fields. In the context of college-level English major interpretation teaching, the cross-cultural perspective not only influences the quality of instruction but also plays a pivotal role in nurturing competent interpreters. This article aims to explore the significance of the cross-cultural perspective in college-level English major interpretation education, examine the challenges that arise, and propose corresponding teaching strategies.

INTEGRATION OF ASSISTIVE TECHNOLOGY FOR INSTRUCTION OF LEARNERS WITH DISABILITIES IN INCLUSIVE SECONDARY SCHOOLS IN KADUNA STATE

This study appraised the integration assistive technology for instruction of learners with disabilities in inclusive secondary schools used descriptive research design with target populations of all the 4 secondary schools practicing inclusive education in Kaduna state and all 185 teachers across these 4 inclusive schools, 4 principals of these schools, as well as resource center personnel. A purposive sampling technique was used to select the sample size from the population of the students. Data for this study was gathered using questionnaires, observation schedule, interview and check lists. The instrument was validated by 2 experts from Department of Educational measurement as well as the reliability of the questionnaire in measuring the objectives of the study. Cronbach’s Co-Efficient Alpha was used for testing internal consistency the research instruments. Since data were collected in both quantitative and qualitative forms, for quantitative which involved descriptive statistics data were organized, coded and entered into computer and then data were presented in frequencies, percentages, tables, graphs and mean using Statistical Packages for Social Sciences (SPSS). For qualitative which involved interview and open ended items on the questionnaires the data were transcribed in categories, coded, organized, summarized into themes identified and represented in tables and figures. Findings revealed that there are numerous problems affecting the integration of AT for instruction of learners with disabilities in inclusive secondary schools in Kaduna state Nigeria. the problem ranges from the scarcity of essential ATS for the instruction of learners with disabilities in the secondary schools to the lack of knowledge and the skills by both students, resource centre personnel and the teachers to use the available ATS for instructions, to this end, it can be concluded that the students with special needs do not get access to quality instruction in the secondary school in Kaduna state. The following recommendations were made that apart from that general laws governing all types of disabilities in all the schools, there should be establishment of specific legal framework and institutional policies; that since modern ATs is very expensive for schools to purchase .it was recommended that the government makes laws for support and partnership with non-governmental organization in the provision of ATs and other required services and canvass for these ATs devices and software from relevant donor agencies; that the government should partner with stakeholders, relevant non-governmental agencies, private organization and international agencies to come up with mechanisms and collaborative approach to improve the provision access to AT and training of the instructors in the area of AT; and This study also recommends that the ministry of education organizes in-service training for teachers in the area universal design for the learning which is the principal of best practice. in teaching KEYWORDS: Assistive Technology, Learners with Disabilities, Universal Design Learning