Instructional Decisions Research Articles

Examining Cultural Identity in Secondary Music Classrooms: Perceptions of Teachers and Students

The purpose of this study was to explore the perceptions of secondary-level music teachers and students when teachers implemented cultural identity affirming activities for their culturally diverse students. The method of this qualitative study was a phenomenological interview design. Teachers ( n = 2) and students ( n = 6) were selected from a racially diverse suburban area in the southern United States. Participants recounted their past and present musical and cultural backgrounds to provide insight into how these identities are represented in their music classrooms. Data were collected an in-depth interview series where “meaning-making” was studied through recounting the lived human experience. Interview transcripts were analyzed to understand how participants aimed to respect cultural identities in the music classroom, while also identifying any power imbalances that could hinder these efforts. Findings revealed that teachers’ own cultural background affected their pedagogical decisions and how they provided culturally responsive music experiences for their students. Students shared the kinds of musical experiences they expected in their music classroom and how their cultural identities were being acknowledged in their music experiences. Students recognized culturally responsive environments when student input in programmed music was respected, community was built through acknowledgment of each other’s cultures, and when open discussion about one another’s cultures occurred.

The influence of English language teachers’ social class stereotypes on language teaching

This article analyses Mexican English teachers’ social class-based stereotypes attributed to secondary and preparatory school students. These students are deemed lazy, have no aspirations and come from “hostile” or “backward” environments that allegedly explain their lack of academic engagement and inability to undertake an English learning activity. Such characterisations become relevant since they exhibit that teachers’ beliefs, which are in constant relation to their context and experience (Fives & Buehl, 2012, p. 476) cast light on teachers’ pedagogic decisions. Teachers ascribe students’ roles that limit speaking opportunities and assignments that involve dumbing content down since students are expected to have either a low academic performance or none at all. Through an indexical analysis of teachers’ utterances, this study contributes to recent research on language teachers’ beliefs within applied linguistics where issues of social class, stereotypes and their influence on teachers’ pedagogic decisions have been underexamined.

Motivational factors and course difficulty as predictors of teaching evaluations: a study of U.S. undergraduates

ABSTRACT Student evaluations of teaching (SETs) are widely used in higher education to assess instructional effectiveness and inform faculty personnel decisions. However, the factors influencing SETs remain a topic of ongoing research. This study investigated the predictive role of students’ motivation-related perceptions, as conceptualised by the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring), and course difficulty in explaining variability in course and instructor evaluations. Participants included 2,949 undergraduate students from 30 courses across various disciplines at a large public university in the United States. Hierarchical linear modelling analyses revealed that students’ perceptions of the MUSIC components were significant predictors of both course and instructor evaluations at the student and course levels. Perceived course difficulty was negatively associated with evaluations, but the effect was smaller compared to the motivation-related variables. The final models explained substantial proportions of variance in course (67.6%) and instructor (65.2%) evaluations at the course level. The findings highlight the importance of fostering a motivationally supportive classroom environment to enhance students’ perceptions of empowerment, usefulness, success, interest, and caring, which in turn, can lead to more favourable evaluations of teaching effectiveness. SETs should be used as a tool to inform instructors’ pedagogical decisions rather than for personnel evaluation. Limitations and future research directions are discussed, including examining the influence of student diversity on SETs and referencing more recent literature.

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

<p style="text-align:justify">Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.</p>

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

Solo music performance assessment criteria: a systematic review.

Assessment is a crucial aspect of music performance. In pedagogical contexts, an effective assessment process can measure student achievement and inform instructional decisions that contribute to improving teaching and learning. However, music performance assessment is particularly challenging due to its inherent subjectivity, involving personal expression and interpretation, which can lead to divergent opinions. In this PRISMA systematic review (registration DOI: 10.17605/OSF.IO/CSM8Q), we aimed to delimit and analyze solo music performance assessment systems found in the literature to date, including their corresponding evaluation categories and descriptive criteria, rating methodology, and target audience. A search in three main scientific databases (Web of Science, Scopus, ERIC) was conducted using keywords associated with the topic of assessment in the field of solo music performance. Ultimately, 20 papers were selected and examined, resulting in 26 original assessment systems for analysis. Regarding sample characteristics, we found that studies mainly focused on evaluating high school and university students, with music teachers and faculty members serving as primary evaluators. Many assessment systems were designed to be applicable across various instruments, although some were tailored to specific instruments (e.g., piano, voice) and families (e.g., brass, woodwind). Systems typically structured evaluation around technical, interpretative/expressive, and various musical feature categories (e.g., pitch, rhythm, intonation), further elaborated with descriptive items. While five-point Likert scales were commonly used, recent studies indicated a shift towards rubrics for detailed feedback, which aids examiners' understanding and supports student progress. No differentiation was found in assessment criteria based on students' learning stages, suggesting an area for improvement in refining these assessment methods. This study identifies gaps and proposes improvements in existing assessment systems, providing a foundation for educators and policymakers to enhance curriculum design and instructional practices in music education.

The determinants of data use practice for instructional practice in higher education

PurposeAn evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems, collecting and transforming various types of data into instructional decisions, and implementing informed actions to improve instruction and student learning. Since teachers are the main actors in instructional practices, this article reports on a study aimed at predicting the influence of various teachers’ characteristics on the degree of data use practices for instructional purposes.Design/methodology/approachIn this study, we conducted a survey in a developing country to gather primary data. The collected data were analysed using a supervised machine learning approach, focussing on decision tree analysis, to determine the influential factors.FindingsOur investigation identifies pedagogical knowledge, data literacy, content knowledge, knowledge of English for teaching and attitudes towards data as crucial determinants in predicting the intensity of such data use practices. Notably, pedagogical knowledge emerges as the most potent predictor, emphasising its pivotal role in shaping teachers’ frequency of instructional data use practices. Surprisingly, English proficiency does not exhibit a significant influence in this predictive model.Research limitations/implicationsThe findings may not be generalisable to a wider context since this study relied on a relatively small teacher self-reported sample collected through surveys, and, as this study used perception data, this may or may not reflect teachers’ actual knowledge and skills.Practical implicationsBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional improvement, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. Ultimately, it provides a foundation for targeted interventions and strategies aimed at fostering a culture of evidence-based practices to improve instruction and consequently student learning outcomes within educational settings.Social implicationsThis insight holds significant implications for policymakers, educational practitioners and providers of professional development programmes seeking to facilitate effective data use practices for instructional improvement.Originality/valueBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional purposes, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. This study represents an empirical examination of such factors by employing a quantitative approach: a flexible decision tree analysis. This contributes to a growing body of research on factors related to teacher characteristics and much of the research in the field of data use has been done using a qualitative approach.

Beyond the Demographics of the Special Education Workforce: Developing Intersectional Competence to Sustain Teachers of Color

This case demonstrates how school administrators’ development of intersectional competence can disrupt racial inequity in special education. Intersectional competence refers to educators’ preparedness to recognize how schooling is implicated in multiple, intersecting systems of oppression, collaborate with relevant stakeholders who themselves navigate multiple social marginalizations, and consider sociocultural differences while making instructional decisions. Examining how federal legislation approaches racial disparities in special education and its emphasis on personnel preparation for students with disabilities, the authors argue that recruiting, preparing, and sustaining racialized teachers is more complex than simply focusing on their racialized identities.

An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination

The factors to which teachers attribute students’ successes and failures have important consequences for teachers’ instructional decisions as well as their expectations of students. Yet few, if any, experimental studies have been conducted to investigate the role that students’ race and gender play in how teachers make sense of students’ academic performance. In this exploratory experimental study, conducted with 413 mathematics teachers across the United States, we investigated the extent to which teachers attributed students’ performance disparities in mathematics to internal and external factors based on the students’ race and gender and explored the extent to which teachers’ beliefs and dispositions moderated their attributions. To do so, teachers were first given a collection of the student solutions with no gender or racial performance disparities. They were then randomly assigned to one of four conditions in which they were told that on this particular assessment: boys outperformed girls, girls outperformed boys, Black and Hispanic students outperformed White and Asian students, or that White and Asian students outperformed Black and Hispanic students. They were asked to report the reasons behind the disparities in math performance of these groups. We found that teachers attributed gender disparities in student performance to innate math ability, effort, and external social factors, whereas they attributed racial disparities in student performance to biological influences on intelligence, effort, external social factors or the assessment context. Teachers’ self-reported personal experience with racial discrimination moderated race differences in teacher attributions.

Preservice Teachers’ Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing

ABSTRACT Students across grades K-12 may communicate their mathematical understanding via writing. Mathematical writing (MW) can include journaling about prior mathematical experiences, reflecting on a problem-solving strategy, providing feedback on a peer’s strategy, and generating a mathematical proof. Although there are a wide range of MW activities, many teachers report that they do not provide MW instruction or utilize writing activities with their students. Such instructional decisions are tied to teachers’ prior experiences with MW, beliefs about MW, and self-efficacy in teaching MW. Thus, in an effort to increase MW instruction for K-12 students, this study examined pre-service teachers’ (PSTs’) prior MW experiences and the impact of an online learning module on self-efficacy in teaching, beliefs about, and instructional decisions for MW. Participants were 111 elementary, special, or dual-education PSTs at one of the two universities. Findings indicated that PSTs had minimal prior MW experiences in their K-16 schooling but believed that MW was important before the module. After the module, PSTs’ self-efficacy in teaching MW significantly increased. Further, PSTs’ saw greater benefits of MW and demonstrated more sophisticated ways to utilize MW in mathematics teaching and learning.

Using Evidence from Task-Based Interviews for Development and Validation of Classroom Assessments: Approaches and Applications in Early Grades Mathematics

ABSTRACT This article illustrates and differentiates the unique role cognitive interviews and think-aloud interviews play in developing and validating assessments. Specifically, we describe the use of (a) cognitive interviews to gather empirical evidence to support claims about the intended construct being measured and (b) think-aloud interviews to gather evidence about the problem-solving processes students use while completing tasks assessing the intended construct. We illustrate their use in the context of a classroom assessment of an early mathematics construct – numeric relational reasoning – for kindergarten through Grade 2 students. This assessment is intended to provide teachers with data to guide their instructional decisions. We conducted 64 cognitive interviews with 32 students to collect evidence about students’ understanding of the construct. We conducted 106 think-aloud interviews with 14 students to understand how the prototypical items elicited the intended construct. The task-based interview results iteratively informed assessment development and contributed important sources of validity evidence.

Exploring Influencing Factors of Interactive Teaching Decision-Making Level Among Novice Junior High School Music Teachers

This study investigates the factors influencing interactive teaching decision-making level among novice music teachers in junior high schools, a fundamental skill that spans the entire music teaching process. Focusing on classroom instruction and student learning, the study addresses two primary questions: (1) What factors affect the interactive teaching decision-making of novice music teachers? (2) How do these factors vary by gender, educational background, and teaching experience? A questionnaire survey of novice music teachers in Boshan, China, was conducted, and the collected data were analyzed using SPSSAU software. The findings indicate that student response is the most influential factor, while evaluation is the least. Comparative analysis shows that novice teachers with 2-3 years of teaching experience rank higher in classroom resilience and teaching skills, whereas those with 0-2 years score higher in classroom management. Nonparametric statistics further illuminate differences in interactive decision-making by teaching experience. The study suggests that novice music teachers should prioritize student responses, enhance classroom resilience and teaching skills, and emphasize classroom evaluation and reflection. These insights aim to improve decision-making processes and support the professional development of novice music teachers.

The employment, retention and exit of public school teachers in New Brunswick, Canada: an analysis using linked administrative data

ObjectiveAs in many jurisdictions, New Brunswick (Canada) is facing increasing shortages of K-12 school teachers as retirements loom at the same time that the school age population of NB continues to exceed long term trends. The purpose of this retrospective study is to analyze the recruitment, retention and exit decisions of teachers in the NB public education system in order to support ongoing planning around teacher staffing. ApproachThe analysis uses a unique linked administrative data combining province-wide individual-level teacher employment data, immigration records, university graduation data and public health insurance registration on NB teachers and individuals who obtained a B.Ed. degree in NB. Data are accessed through the secure facilities of the NB Institute for Research, Data and Training. The analysis includes both descriptive statistics and econometric methods appropriate to the particular outcomes of interest. ResultsThe analysis will present results on three types of labour market transitions: 1) from NB university education to employment as a NB teacher. 2) exits from employment as a teacher, including both retirement and pre-retirement exits, and 3) decisions of ex-teachers about remaining in NB. The potential effects of a range of demographic, geographic and system-level factors on these outcomes are considered. Conclusions and ImplicationResults from the analysis of entry to and exit from K-12 teaching in NB will be vital to human resource planning for a province dealing with looming retirements, growing labour shortages and an increasing population. Future work will consider subject-specific teacher shortages in critical fields like STEM.

School conditions and principal practices promoting instructional data use in high-stakes accountability systems

This study explores how school environments and principal behaviors enhance the use of data within Chile's high-stakes accountability systems. Emphasizing the importance of Data-Driven Decision Making (DDDM) for improving educational outcomes, this mixed-methods research analyzed data employment for accountability, improvement, and instructional purposes. Findings show that schools prioritize data use for enhancing instruction and school improvement over mere compliance with external accountability. Key leadership behaviors, notably instructional leadership, are crucial in promoting effective data utilization. The study identifies both minimal and organizational conditions as critical enablers for data use, although their impact varies with the type of data employed. The results advocate for a balanced approach that considers both quantitative and qualitative factors to optimize data use in educational settings. Future research should delve deeper into specific instructional practices and the factors that influence teacher decision-making to further improve data-driven instruction.

“Discussions on another spectrum”: Q pedagogy and high-quality discussions

ABSTRACT This study examines Q pedagogy—an innovative approach to discussion-based teaching—to promote discussion in a graduate-level social studies research course. The study explores how graduate-level teacher education students experienced Q pedagogy discussions about research in social studies teaching and learning. The work offers an elaborated conception of high-quality discussion in the enacted teacher education space of a graduate-level research in social studies course. Findings suggest that students believed the Q pedagogy discussion seminars were more powerful than non-Q pedagogy discussions on every one of six discussion aims articulated in the concept of high-quality discussion at the center of the instructor’s pedagogical decision-making. Findings also address numerous strengths of the approach toward furthering the aim of a highly participatory, informed discussion grounded in the arguments of the texts featured in each class session. This research highlights the intersection of student experiences and instructor aims to advance scholarship on teaching through and learning from discussion.

Teaching in Active Learning Classrooms at a Canadian University

This article describes an evaluation of a campus wide Active Learning initiative to examine instructors’ experiences teaching in Active Learning Classrooms (ALCs) at a Canadian University. ALCs at this university differ in size, layout, and audio-visual equipment. The participants were 21 instructors from different disciplines who had taught courses in various ALCs who were interviewed to explore their pedagogical decision-making, teaching experiences, and their access to ALC-specific, pedagogical and technological support. Instructors explained their classroom management strategies specific to ALCs, discussed how physical and technological features of different ALCs impacted the extent of necessary revisions to their courses, and highlighted logistical issues in being assigned to ALCs that may fit the requirements of their courses. Based on the findings, we pose a series of recommendations to offices responsible for classroom assignment, academic departments, and centres for faculty support and development. Overall, instructors would benefit from advance notice of ALC room assignment, just-in-time and self-directed opportunities regarding integrating Active Learning strategies in instruction, and access to orientation sessions and multimedia documentation developed for different types of ALCs.

Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers

The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were categorized into several themes. The findings reveal that all teachers recognize the importance of lesson planning. They unanimously agree that written lesson plans, referred to as lesson plan pro forma, are essential for guiding teaching and fulfilling administrative functions. However, differences emerged in how they planned their lessons, responded to policy changes and regulations, and made pedagogical decisions when addressing critical incidents in the classroom. The experienced teacher demonstrated greater readiness and adaptability to changes in the curriculum, classroom dynamics, students' needs, and school regulations. Conversely, the novice teacher, due to a lack of knowledge and skills in lesson planning, tended to rely on the school-selected workbook as the primary resource for teaching directions. Implications for teacher professional development programs and recommendations for further research are discussed.

Quality Optimizing Teaching Decisions in Flipped Classrooms Through Data-Driven Strategies

In the context of digitalized educational research, the rapid advancement of internet technologies and big data has catalyzed the transformation of traditional teaching models. The flipped classroom, recognized for its flexibility and efficiency, has garnered significant attention. However, the challenge of scientifically optimizing teaching decisions in flipped classrooms to maximize educational outcomes remains critical. Previous studies have achieved some progress in optimizing teaching decisions within flipped classrooms, yet they often suffer from a lack of methodological diversity, inadequate consideration of multi-level constraints, and struggle to adapt to dynamic teaching environments. Addressing these deficiencies, this research introduces a hybrid evolutionary algorithm combining differential evolution and greedy backtracking. Defined and classified constraints within flipped classroom teaching decisions, the construction of constraint networks, and the creation of multi-level decision spaces are transformed and solved through this hybrid algorithm, offering a systematic optimization strategy. Case analysis confirms the effectiveness and practicality of the proposed method, aiming to bolster decision-making in flipped classrooms and advance the development of digitalized teaching.

A transdisciplinary study of a novice mathematics teacher’s instructional decision-making

A transdisciplinary study of a novice mathematics teacher’s instructional decision-making

Exploring educators’ epistemological worldviews and their influence on pedagogical decision-making in scientific ethics education at Malaysian universities

ABSTRACT Scientific Ethics Education (SEE) plays a pivotal role in cultivating students’ understanding of complex ethical dilemmas and guiding their ethical decision-making processes. Effective instruction in this area requires a tailored approach suited for science students. This study explores how epistemological worldviews (EW) influence pedagogical strategies (PS) among educators in Malaysian universities. By investigating the diverse perspectives of 23 educators using the Fuzzy Delphi methodology, the research reveals a significant preference for contextualist and relativistic worldviews. These orientations support teaching methods that enhance critical thinking and ethical reasoning. Integrating these worldviews into the SEE curriculum fosters a transformative learning environment, equipping students with the ethical skills to navigate complex scientific challenges with integrity and proficiency.