Skills Instruction Research Articles

Integrating problem‐based learning into a school counseling classroom instruction course

AbstractSchool counseling graduate programs can fall short of preparing students with authentic and systems‐focused skills in classroom instruction. We offer three problem‐based learning assignments for counselor educators to help school counselors‐in‐training develop pedagogical skills and deliver lessons that address authentic problems facing students and schools.

Beyond the Canon: Seeking Black Women Artists in K-12 Art Education Teaching Resources

Despite the plethora of textbooks and teaching resources to guide the instructor in transmitting knowledge and skills for classroom instruction and curriculum development, many K-12 art education resources feature White, Eurocentric artists. Black women K-12 art educators are challenged to locate resources that enhance students’ understanding and interest in racial and gender identities. This research critically explores the representation and availability of Black women artists in K-12 art education textbooks and teaching resources. The images and artists in art education textbooks are crucial and can affect students’ understanding of art and teachers' development of an inclusive curriculum. I, therefore, investigated, through a Black feminist perspective, the underrepresentation of Black women artists in art education teaching resources. Drawing on narrative inquiry, I interviewed Black women elementary and secondary art educators throughout the United States to reveal the availability of Black women artists for classroom instruction and curriculum development. As a result, the data collected highlights emergent themes and subthemes that describe patterns of Whiteness in art education. This research demonstrates the need to diversify K-12 art education textbooks and teaching resources beyond a few token Black women artists.

Education inclusiveness among children with learning disabilities in Nigeria: Implications for counselling psychology

Education is seen as the cornerstone of every development forming the basis for literacy, skill acquisition, technological advancement as well as the ability to harness the natural resources of the state. Participants in the World Conference on “Education for All” pointed out that education is a fundamental right of all people, women, and men of all ages throughout the world. Learning disabilities occurs when the learning process is hampered due to problems within the central nervous system which results in an inconsistency between the individual’s intelligence quotient and academic achievement. Education for All programs emanated from UNICEF, UNESCO and the World Bank had some positive results for non-disabled children. School enrollment and literacy rates have risen in almost all countries to date; however the same cannot be said for children with disabilities. Despite the numerous meetings, declarations and encouraging developments that have followed over the years, progress has certainly not matched. The development of education inclusiveness can be viewed in three stages which include segregation, integration, and education inclusiveness. Successful inclusion is less to do with the individual factor such as amount of support for the child; rather, it is the interaction of certain key factors that bring about the likelihood of a more successful inclusion outcome for the child. Varieties of instructional skills which include assessment, communication, management, motivational and evaluation (ACMME) are needed by the teachers to build education inclusiveness. In view of the above, the study stressed that there should be a re-orientation of attitudes of people towards persons with disabilities in the society to reduce stigmatization and discrimination and that counselling psychologists and other educational stakeholders should be trained on the need to strengthen the to enhance the practice of inclusive education.

Implementation of Competency-based Language Teaching in Speaking Skills Instruction

Competency-Based Language Teaching (CBLT) improves quality of learning and students’ result when implemented properly. Consequently, it is implemented at primary schools’ language instruction. This study aimed to investigate the implementation of Competency-Based Language Teaching in English speaking skills instruction. The study adopted a mixed methods approach and descriptive survey design. A simple random sampling technique was used to select 97 Grade Four English teacher respondents. Data were collected using a questionnaire, observation, and interviews. While the qualitative data were analyzed verbatim, the quantitative data were analyzed with descriptive and inferential statistics. The result showed that fewer activities useful for competency development in speaking skills were used; learners were provided insufficient activities leading to mastery of competency, teachers’ use of multiple ways of teaching speaking in the CBLT context was limited and implementation of the CBLT varies among districts. The study recommends that teachers give students chances to practice speaking skills using sufficient activities leading to competency, and are required to use multiple ways of teaching speaking to meet mastery of competency.

Bloom's Taxonomy and Reading Comprehension in English Teaching: Evaluating Teacher's Questioning

This study investigates how high school English teachers in different locations (SMA Negeri 3 in Aru Island Regency and SMA Negeri 4 in central Maluku Regency) utilize Bloom’s taxonomy in their questions to improve students’ reading comprehension. Using qualitative methods such as observation, interviews, and documentation, the researcher reveals various question types employed by these teachers, ranging from literal to appreciation questions. Analyzing the questions through Bloom’s taxonomy, the study finds that while teachers cover cognitive levels from understanding to evaluation, questions related to analysis and evaluation are relatively scarce. This suggests a potential oversight in fostering critical thinking skills in reading comprehension instruction. Despite this, the study concludes that the learning process leads to notable improvements in students’ reading comprehension at these schools.

Corrigendum: How “basic” is basic digital literacy for older adults? Insights from digital skills instructors

Corrigendum: How “basic” is basic digital literacy for older adults? Insights from digital skills instructors

Beginning teacher preparation and readiness for the profession as inclusive educators

In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.

Enhancing Linguistic Ability to Speaking Impaired Learners Using Universal Design Framework: An Experimental Study

Many students around the world struggle with speech impediment, a form of communication dysfunction. Because of this, it is crucial to provide effective teaching for students with speech impairments so that they can improve their communication abilities. This experimental study looks into how well the Universal Design for Learning (UDL) framework can help students with speech impairments develop their language skills. The study involved 112 participants aged 18 to 20 diagnosed with speech impairments. During the study, the participants were randomly divided into two groups: an experimental group n=56, which received speaking skills instruction using the UDL framework, and a control group n=56, which received traditional instruction. Participants from both groups will complete a pre-test to measure their baseline speaking skills. The experimental samples received instruction using UDL, while the control group was exposed to traditional methods. After the intervention, both groups completed a post-test to measure their speaking skills. Statistical methods such as ANOVA and t-tests were used to analyze the data collected. According to the results, the experimental group performed better on the post-test than the control group regarding speaking skills. Performance levels were higher among the experimental group than among the control group. This study proves that the UDL framework can effectively facilitate speaking skills for learners with speech impairments. The study suggests that the UDL framework can help educators deliver instruction accessible to all learners, including those with disabilities.

Instruction of Mathematics Teachers Toward Numeracy Management Program

Numeracy education stands as a pivotal component of the educational landscape, necessitating attention from both administrators and teachers. To facilitate the ongoing improvement of teachers’ numeracy instructional skills, it becomes imperative to confront the barriers hindering students’ attainment of educational objectives. The purpose of the study was to evaluate the numeracy instruction provided by mathematics teachers, with an emphasis on its impact on curriculum and pedagogy enhancement. Additionally, it identified issues in the management of numeracy instruction, forming the foundation for forthcoming numeracy management initiatives targeting elementary school teachers. This study employed a researcher-developed questionnaire to conduct a descriptive survey involving 30 elementary mathematics teachers from Marawoy Elementary School. Utilizing statistical tools, specifically the mean, responses were meticulously analyzed, while issues concerning numeracy management instruction were methodically extracted and interpreted thematically. The study affirmed the robust alignment between teachers’ knowledge content and pedagogical approaches with the diverse learning needs of their students. Notably, instructional materials, classroom management, and assessment techniques exhibited variation according to students’ learning capabilities. Unfortunately, suboptimal Internet connectivity and limited access to learning resources only marginally supported the integration of technology in the teaching and learning processes. Consequently, the implementation of a numeracy management program was recommended to bridge instructional gaps among teachers in the domain of numeracy.

Evaluating feasibility and acceptability of an innovative personalized hybrid longitudinal communication skills training program.

428 Background: Effective patient-physician communication plays a vital role in providing care. Improved patient satisfaction and reduced burnout are among the many benefits of effective communication. Medical training in this area through didactic lectures, group discussions, and role play with feedback can facilitate better acquisition and honing of communication skills. We aimed to create a longitudinal training program assisting residents in developing communication skills. Methods: Internal Medicine (IM) residents participated in a 6-month project as part of their training. Residents completed a baseline questionnaire to assess confidence in communication skills, followed by a curriculum comprised of 3 x 1-hour sessions every 5 weeks where expert lecturers guided didactics on pertinent topics (e.g., delivering bad news, discussing goals of care (GOC), and completing a Practitioner Orders for Life-Sustaining Treatment (POLST)). Participants completed post-session surveys after each training, and a comprehensive post-training self-assessment. Comfort level was assessed on a 1-5 scale (1 least comfortable, 5 most comfortable) throughout the surveys. Results: Pre-intervention, most residents utilized “Ask, Tell, Ask (ATA)” (46.67%) and “Setting, Perception, Invitation, Knowledge, Emotion, Summarize (SPIKES)” (40%) frameworks to facilitate conversations with patients. Post-intervention, a greater number of residents utilized SPIKES (52.08%) compared to ATA (37.5%). 1st (PGY1) and 2nd (PGY2) year residents reported completing +25.71% and +60% more POLST forms post-intervention. In the inpatient (IP) setting, resident comfort levels in initiating GOC increased by +15.8% (for PGY1s) and +6.7% in total (all classes). Comfort levels in breaking bad news to patients in the IP setting increased by +9.09% (+24.14% for PGY1s specifically). PGY2s had the most substantial increase in comfort level in completing POLST forms (+21.08% IP, +31.52% outpatient (OP)), with an overall improvement in comfort from all classes of +12.32% (IP) and 12.53% (OP) post-intervention. Conclusions: This curriculum represents a helpful tool to improve physician-patient communication among IM residents. PGY1s demonstrated the most substantial improvement in confidence following the program, which may indicate the importance of prioritizing training for first year residents. Qualitative feedback from residents included distributing sessions throughout the year (beginning, middle, end), holding sessions in the intensive care unit (ICU) for applicability to patients in real-time, and continued instruction of practical skills. These findings may allow for future curriculum planning to help bolster trainee confidence and skills when facilitating meaningful conversations with their patients.

Exploring English Language Teachers’ Technological Competence in Listening Skills Instruction

The digitalized educational landscape of today requires ELT teachers to be conversant with technology. This study examined ELT teachers’ technological and pedagogical knowledge and their use of technology in listening skills instruction. To this end, an exploratory qualitative research design was employed. Thematic analysis was used to analyze the data collected using classroom observation and interviews. N-Vivo version 10 software was used for the data analysis. The findings indicated that teachers have a fair command of technology. However, they had limited technological content knowledge and technological pedagogical knowledge (TPK). Teachers were not able to make use of their knowledge of technology in their teaching. During listening instructions, only a few teachers use a smart board or a laptop to play audio materials. Most are not familiar with how to use any digital gadgets for teaching. For successful integration of digital technologies into listening instruction, training in the TPK is recommended. Furthermore, teachers’ capacity to use relevant digital apparatuses should be built.

Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation

Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation.

The Impact of Soliloquy Approaches on Digital EFL Speaking Skill Instruction

This research investigates the requirement for soliloquies to be performed for the aim of developing speaking abilities using modifications of soliloquy performers whose exceptional performances have been shown. in Hamlet's famous play. This discovery calls into question the views of some critics who believe that soliloquy is irrelevant, confusing, and unneeded in the context of the play. This study highlights numerous critical points to achieve two crucial goals: practicing acting and practicing speaking English, both of which are connected. They have expressed themselves in public by listening to their conscience when unhappy and crying, when angry and shouting words accompanied by screams of irritation, and when joyful, happy, and grateful to God for the wonderful accomplishment they have achieved. Flat, low, and high notes, as well as sorrowful and glad sounds, are all played. Embody eloquence. They were aware that they were in the presence of many eyes and cameras, so they did not turn their backs on them. Dialog, characters, and facial expressions are all included. The use of words when expressing oneself through the gaze. These critical features were preserved, resulting in an outstanding performance. Their degree of performance is incredibly fulfilling; study data demonstrate that posttest scores considerably outnumber pretest scores. Drama activities are related to speaking or oral communication. The connection between oral communication and theater is intended to bridge the gap between the classroom and the outer world. Drama activities might help to enliven and improve speaking skills.

Scaling up a Technology-Based Literacy Innovation: Evolution of the Teacher Professional Development Course

Good teachers are a major predictor of students’ success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers’ English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technology-driven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills.

Management Competency of School Heads: Basis for Effective and Improved School Leadership

The increasing responsibilities of the school heads as school leaders led to the analysis of management competency of school heads perceived by the public elementary grade teachers of Lucena West District. The study revealed that the school heads’ management competencies are evident in terms of instructional skills, personnel skills, and financial skills as perceived by the schoolteachers. Findings showed that there is no significant difference in the perceived level of management competency between male and female teacher-respondents in personnel skills, except in instructional skills in terms of visibility and career motivation. There is also a significant difference between the perception of male and female respondents about the management competency in financial skills in terms of audit or financial control. There is no significant difference in the perceived level of management competency between male and female school heads, except in instructional skills in terms of instructional time as perceived by the school heads. There is a positive and significant relationship between the independent variable, perceived management competency and the dependent variable, school leadership in all the dimensions based on the perception of the teacher-respondents. Therefore, the school heads in the division may utilize the findings of the study in developing an employee enhancement program based on all the indicators considered. In addition, due to the limited number of school heads needed for accurate analyses of the relationships of the factors under management competency and school leadership, more samples for the school heads as respondents should be considered in future research.

Doing What We Do Best: Advancing Business Communication Instruction Into the Future With an Agenda for Training and Development

Instruction about teaching business communication skills has been a long-established tradition in the communication discipline. Recent trends in teaching communication training and development extend a long-held emphasis on business communication skill instruction. Given the classical roots of the communication discipline and the current focus on communication skill instruction, this article suggests that future communication theory and research should focus greater attention on behavioral learning outcomes—specifically communication training. This review identifies relevant communication theory that informs a renewed research agenda focused on enhancing behavioral learning outcomes. In proposing this research agenda, we discuss opportunities to apply our current knowledge of intrapersonal, interpersonal, group, public, organizational, mediated, and intercultural communication to advance the discipline through theoretically driven research about business communication skills.

Teachers’ Perspectives on Literacy Skills Development among Kindergarteners: Evidence from Kindergarten Teachers in Agona East District, Ghana

This paper examined the perspectives of kindergarten teachers on literacy skills instruction among kindergarteners. The study focused on public kindergarten teachers within the Agona East District of Ghana. 132 public kindergarten teachers were sampled for the quantitative aspect of the study using census technique of sampling and 12 participants were sampled using the convenience sampling technique for the qualitative phase of the study. The explanatory sequential mixed methods research design enabled the researcher to collect both quantitative and qualitative data using a questionnaire and a semi-structured interview guide respectively. The quantitative data were analysed descriptively using the SPSS and the hypotheses were tested with the use of Pearson Correlation. Thematic analysis was used for the qualitative data. The study established that majority of kindergarten teachers in the district had a positive perspective on literacy skills and literacy skills instruction among kindergarteners. They believed literacy skills development offers numerous benefits to kindergarteners and that a teacher’s view of the benefits of literacy skills instruction influences lesson delivery. Based on the findings, it is recommended that headteachers of the basic schools and the District Education Directorate should make efforts at motivating kindergarten teachers to regard these positive views with high esteem, and should organize periodic seminars and symposia on the relevance of effective literacy skills among kindergarteners for kindergarten teachers. This will enable them to keep up and maintain the knowledge and positive view they hold on the relevance of literacy skill development to kindergarteners.

Development of Learning Method Based on Triarchy Intelligence for The Arabic Writing Skills of Students Class VII MTs

This research is driven by the challenges faced in Arabic writing skill instruction, where the performance has been suboptimal. One of the notable repercussions of these challenges is the students' reduced capacity to generate innovative ideas in their Arabic writing, subsequently hampering their critical thinking abilities in composing essays. In the realm of Arabic writing instruction, students must undergo a multistep process, encompassing word/sentence analysis, idea generation, and essay composition. Hence, there arises a need for a methodology capable of stimulating students' capacity for analytical, creative, and practical thinking. The research inquiries in this investigation encompass: (1) the assessment of teachers' and students' requirements concerning the adoption of a learning approach based on the Triarchy of Intelligence for enhancing Arabic writing skills among seventh-grade MTs students, (2) the development of a prototype for a Triarchy of Intelligence-based learning method for bolstering Arabic writing skills among seventh-grade MTs students, and (3) the expert and teacher validation, along with subsequent revisions of the prototype's design for a learning method rooted in the Triarchy of Intelligence, intended to enhance Arabic writing skills among seventh-grade MTs students. This research utilizes qualitative research methods, employing a research and development design. The research phases covered in this study only progress up to the fifth stage out of ten planned stages, which include the identification of potential and problems, data collection, product design, design validation, and design revision. The outcomes of this research can be summarized as follows. Firstly, both teachers and students express a desire to implement a development of learning methods based on the Triarchy of Intelligence to enhance Arabic writing skills among seventh-grade MTs students. Secondly, the prototype of this learning method encompasses the rationale behind its creation, key competencies and performance indicators for Arabic writing skills in the second semester of the seventh grade, instructional steps, and assessment criteria. Lastly, the evaluation of the material/content's appropriateness yields a score of 91.9, while the appropriateness of the presentation receives a score of 94.4. The language aspect is rated at 45.66, and the method's feasibility aspect attains a score of 104.48. Consequently, the overall assessment of this learning method stands at 336.44, classified as "adequate" with a commendable designation. Hence, it can be effectively utilized in enhancing the writing skills of seventh-grade MTs students.

An examination of digitalized self-directed language learning practices of tertiary level EFL learners in Türkiye

Research on self-directed learning practices has ascertained various potential benefits of learner achievement. As mobile technology offers highly practical and portable usage for self-directed learning, studies on language learning practices through technology-based applications have become prevalent among adult learners. This study aimed to examine learners’ digitalized self-directed language learning practices for enhancing their English language skills at the tertiary level. The study employed a mixed method design, and the data were collected from 182 EFL learners at a higher education institution in Türkiye. The data were analysed through descriptive statistics and content analyses. The results demonstrated that the majority of the participants use mobile phones besides computers and tablets. However, their level of frequency in using these digital devices in English signaled a low level. Furthermore, results in association with the self-directed practices of learners for improving language skills evinced distinct language learning practices supported by technology-mediated applications and platforms. It was also concluded that learners need a well-organised self-directed learning practice in digital platforms. The study addresses key attributes of practical implications adhering to digitalized self-directed language learning practices for more efficient outcomes in advancing language skills in EFL instruction.

Enhancing language teachers’ skills for intercultural instruction: affordance of collaborative reflection

ABSTRACT This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers’ intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving teachers’ ICC skills and practice as it enabled them to notice cultural episodes of the lessons and teach ICC productively based on the principles and models learned from CR. Nonetheless, although CR was beneficial for all teachers, the novice ones took more advantages from the CR sessions.