Teacher-directed Instruction Research Articles

The effects of peer-assisted learning on rhythmic and melodic sight-reading in a middle school chorus

The purpose of this study was to investigate the ways that children engage in collaborative processes with adults and their peers in music sight-reading skill acquisition in a middle school chorus in the Southeastern United States. Intact groups of sixth-, seventh-, and eighth-grade choruses were assessed on melodic and rhythmic sight-reading using a quasi-experimental pretest/posttest non-equivalent control group design. The instruments to evaluate melodic and rhythmic sight-reading included an adapted version of the Vocal Sight-Reading Inventory and a researcher-developed Rhythmic Skills Hierarchy. A comparison of the effectiveness of three learning models on rhythmic and melodic sight-reading achievement occurred: teacher-only and two types of peer-assisted learning. Three Analyses of Covariance (ANCOVAs) compared differences between groups on adjusted posttest scores. There were significant differences between the teacher-only (T-O) and the symmetrical peer-assisted learning (SPAL) groups when compared to the asymmetrical peer-assisted learning group (APAL). The T-O and SPAL treatment types were effective learning models for melodic sight-reading achievement but with nonsignificant results on rhythmic sight-reading. Symmetrical peer-assisted learning strategies are a suggested practice as a complement to teacher-directed instruction.

Examining the associations between high achievement in reading and school climate: evidence from five South American countries

An emergent literature has shown that some students overcome adversities related to their low Socio-Economic Status (SES) by attaining high academic achievement. One of the aims of this literature is to identify the factors that explain the capacity of students from low SES backgrounds to attain high academic achievement. However, upon reviewing this literature, I observed that few studies have comparatively investigated the associations between the capacity of students from low SES backgrounds to attain high achievement in reading and school climate characteristics. Additionally, I found that not many studies have researched whether student SES moderates these associations. This paper contributes to fill these two gaps by estimating associations between high achievement in reading and school climate characteristics. Moreover, it examines whether student SES moderates these associations. To do this, this research estimated logit and heterogeneous choice models using representative samples of students from Argentina, Brazil, Chile, Colombia, and Uruguay who participated in the 2018 Programme for International Student Assessment (PISA). The results show that high achievement in reading is positively correlated to certain teaching practices, such as perceived teacher enthusiasm during the instruction and adapting instruction to students’ needs. Conversely, it is negatively correlated to teacher feedback and teacher-directed instruction. Furthermore, the findings indicate that high achievement in reading is negatively correlated to the scarcity and low quality of educational material. Interestingly, the results show that student SES does not moderate these associations. In conclusion, these findings indicate that interventions targeting these areas of school climate may help to increase students’ probability of attaining high achievement in reading, regardless of their SES. Likewise, these results suggest that if these interventions are focused in low SES schools, they may contribute to bridge the gap in reading skills between students from low and middle or high socioeconomic backgrounds.

Dynamics of Early Childhood Education in Taiwan: A Comparative Study of Traditional and Innovative Approaches

This comparative study delves into the dynamics of early childhood education (ECE) in Taiwan, examining the coexistence and interaction between traditional and innovative pedagogical approaches. Through qualitative research methods, including interviews, focus groups, and participant observations, insights were gathered from key stakeholders in Taiwanese ECE settings. Findings reveal that traditional approaches, rooted in Confucian values, emphasize academic readiness and teacher-directed instruction, while innovative methodologies prioritize holistic development and child-centered learning experiences. Contextual factors such as socio-economic influences and cultural traditions significantly shape the adoption and effectiveness of these approaches. The study underscores the importance of a balanced approach that integrates the strengths of both traditional and innovative methods to optimize early childhood learning experiences. These insights have implications for policy-making, curriculum development, and professional development initiatives to enhance the quality and effectiveness of early childhood education in Taiwan.

Typologies of secondary school student academic resilience in science with classroom and school context predictors

ABSTRACT The education system strives to help students from low-income families achieve academic success. Academic resilience is related to not only individuals but also classrooms and schools. This study aimed to construct a comprehensive resilience model in science domains that presents the image of resilient students and describes the mechanisms by which they arise. This goal was achieved through a parametric multilevel latent profile analysis with level 1 and level 2 covariates. Latent profile indicators included variables reflecting motivation, subjective well-being, and engagement in science of secondary school students. Variables related to science classroom and school contexts constituted the levels 1 and 2 covariates. We used secondary data from Japan and Macao (China) collected in the 2015 Programme of International Student Assessment (PISA). The sample sizes were 1594 and 1114, respectively. We identified three resilience levels among students. The emergence of resilient students benefited from science classroom discipline, teacher-directed instruction, inquiry-based teaching, adjusting instruction, and teacher support. In Japan, the most robust predictor was inquiry-based teaching, while in Macao, it was teacher-directed instruction. Therefore, science teachers play a crucial role in building students’ resilience. It also suggests that a small class decreases the likelihood of students entering the high-level resilience group.

Образовательные и мотивационные предикторы академических достижений (на материале данных PISA 2018 по чтению)

<p>Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (<em>N</em>=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.</p>

Does teachers’ motivation have an impact on students’ scientific literacy and motivation? An empirical study in Colombia with data from PISA 2015

In this study we use data from the Programme for International Student Assessment (PISA) to investigate the effect of teachers’ motivation on students’ scientific literacy and motivation in Colombia. These relationships are explored using a multilevel modeling framework and through the lens of Self-Determination Theory. Although difficulties in achieving education quality in developing and emerging economies are commonly attributed to teacher motivation issues, and important policy measures are implemented based on this assumption, this topic remains largely empirically unexplored. The purpose of the study is to contribute to fill this gap and provide empirically based insights for a broader and more informed dialogue regarding the effect of motivation in the development of scientific literacy, and to the design and implementation of evidence-based policies, instructional practices, and interventions. In this analysis, we did not find a significant relationship between teacher motivation and either students’ scientific literacy or motivation. However, students’ interest in science and sense of self-efficacy were significantly associated with their own achievement. The results also show that teacher-directed instruction is the strongest predictor of scientific literacy as opposed to inquiry-based teaching. However, inquiry-based teaching was found to be a positive predictor of increased students’ motivation.

How teachers’ enthusiasm influences Chinese students’ school belonging: The mediation role of teaching practices

School belonging is an important positive feeling for students within schools. Guided by the ecological system theory (Bronfenbrenner, 1994) and teacher-emotion-student-outcome conceptual framework (Frenzel et al., 2021), this study investigates the mechanism underlying teachers’ enthusiasm and students’ school belonging with the mediation role of four teaching practices (i.e., teacher's support, teacher-directed instruction, teacher feedback, and adaptive instruction) in a Chinese school context. Data from 12,057 Chinese students in PISA 2018 were analyzed using multilevel mediation models. Results show that (1) teacher enthusiasm plays an important role in predicting students’ school belonging, where the mediating effects of the four teaching practices account for 33.14 % of the total effects; (2) teacher feedback is the most influential mediator; (3) mediation effect sizes vary to a moderate extent. Finally, discussion and future directions are provided.

Instructional practices and students’ reading performance: a comparative study of 10 top performing regions in PISA 2018

This comparative study investigated the associations between instructional practices and students’ reading performance among 10 top performing regions that participated in the Program for International Student Assessment (PISA) 2018. A nationally representative sample consisting of 80,016 15-year-old students from 5 Asian regions (B-S-J-Z [China], Singapore, Macao, Hong Kong, and Korea) and 5 Western regions (Estonia, Canada, Finland, Ireland, and Poland) were included. A secondary analysis of PISA survey and assessment data was conducted. T test and ANOVA analyses revealed systematic differences in instructional practices of the 10 regions. B-S-J-Z (China) had significantly higher levels of teacher support, teacher-directed instruction, and teacher stimulation than the other sample regions. Asian regions tended to have higher levels of teacher support, teacher-directed instruction, teacher feedback, adaptive instruction, and teacher enthusiasm compared with Western regions, although variations were also found within Asian regions or within Western regions. Hierarchical linear regression (HLR) analyses indicated that reading performance was positively predicted by teacher support, adaptive instruction, teacher stimulation, and teacher enthusiasm, but negatively predicted by teacher-directed instruction and teacher feedback. This study sheds light on the effective instructional practices for optimizing students’ reading performance across different cultural contexts.

Does changing learning environments affect student motivation?

BackgroundSelf-directed learning (SDL) has evolved as an adaptable educational environment, providing flexibility and individualization that meet students' psychological needs and enhance their educational experiences. In turn, these experiences significantly affect student motivation, reinforcing the crucial role of the learning environment in its promotion. To leverage the educational potential of SDL in synergy with traditional teacher-directed environments, in-depth research is vital. AimsGrounded in the Self-Determination Theory and Stage-Environment Fit Theory, this research employs longitudinal data to examine how modifications in learning environments influence students' basic needs and motivation. SampleThe research incorporated 754 German students, with an average age of 13.56 (SD = 1.2, 49.7% female). MethodOver the span of a year, the study scrutinized data from two distinct educational environments: self-directed learning (SDL) and teacher-directed instruction (TDI). The Latent Change Score Models were used for the data analysis, considering performance data, age, and gender. ResultsThe analysis showed an overall increase in students' basic need satisfaction during SDL. Conversely, TDI had no substantial effect on autonomy and social relatedness. An increase in intrinsic and identified motivation was noticed during SDL, while introjected and extrinsic motivation displayed a decreasing trend, particularly during SDL. These observations emphasize the qualitative differences between both environments. ConclusionThe findings suggest an integrated approach of SDL and TDI to mitigate the detected decrease in motivation. They highlight SDL's potential in shaping motivation and meeting basic needs and stress the importance of maintaining an optimal balance between SDL and TDI in different educational settings.

Assessment of Reading Comprehension Skills of Senior High School ALS Learners: Basis for School Reading Progress Program

The general purpose of this study was to assess the reading comprehension skills of the Biliran National Agricultural High School Senior High School Alternative Learning System (ALS) learners, specifically Grade 11. This study utilized a descriptive research design and employed purposive sampling to gather 40 respondents. In assessing the word reading level and comprehension level of the ALS Learners, the Philippine-Informal Reading Inventory (Phil-IRI) Manual Tool was the foundation for this investigation, provided by the Department of Education. Furthermore, after the assessment of reading level and comprehension level, a follow-up survey questionnaire adapted from Tong and Ming-hao (2017) was distributed among the respondents to identify the barrier factors to their reading comprehension difficulty. As revealed by the study, the majority of respondents were male and were 19 years old. Furthermore, it is evident that ‘mispronunciation’ was the most common miscue committed by the ALS Learners. Meanwhile, 85% of the respondents were under the frustration level, and the rest belong to the instructional level, thus construed to signify extensive remediation, teacher guided instruction for learners under the frustration level, and teacher-directed instruction for the instructional level. In addition, it can be noted from the survey questionnaire that there were barriers to reading comprehension among the ALS learners, and the following were identified: Reading habit factor, Reading Strategies Factor, Psychological factors, Cultural background barriers, Reading interest factor, Discourse barriers, Grammar barriers, and Vocabulary barriers, respectively. Considering these findings, this study recommends utilizing the intervention scheme to improve the school reading program. Keywords: Alternative Learning System Learners, Reading Comprehension Skills

Reading instruction and reading engagement and their relationship with Chinese students’ PISA reading performance: Evidence from B-S-J-Z, Hong Kong, and Chinese Taipei

Chinese students’ reading performance in the Programme for International Student Assessment (PISA) has attracted worldwide attention. Using 2018 PISA data from Beijing-Shanghai-Jiangsu-Zhejiang, Hong Kong, and Chinese Taipei (n = 25,338), we explored whether the relationship between reading instruction, engagement, and performance differs across the three Chinese regions. Results revealed that disciplinary climate, teacher support, and cognitive engagement had a significant positive relationship, while teacher-directed instruction and student-perceived reading difficulty had a significant negative relationship with reading performance in all three regions. Distinct patterns were identified in the relationships between student-perceived teacher stimulation, teacher feedback, self-concepts of reading competence and reading performance across the three regions. The findings highlight the importance of considering intra-cultural diversity when studying Chinese educational practices.

Teacher Perception of Student Reading Competence and Its Relationship to Teaching Practice: A Comparison between Pre and during Pandemic Teaching in INDONESIA

During the pandemic, learning methods were changed to distance or hybrid learning to ensure both physical distancing as well as educational continuity. This study examines teacher perceptions of student reading competence prior to and during the pandemic in Indonesia. A total of 59 language teachers were asked about their perceptions of reading competence as well as their teaching practices, such as disciplinary climate, teacher support, teacher-directed instruction, teacher feedback, stimulation of reading, and instruction adaptation. Results revealed that Indonesian teachers believed more students would have better learning gains if face-to-face learning were implemented compared to distance or hybrid learning during the pandemic. In addition, teacher perception prior to and during the pandemic was affected by different aspects. Prior to the pandemic, teacher perception was affected by the disciplinary climate and teacher support. Meanwhile, during the pandemic, teacher perception was negatively affected by teacher-directed instruction.

Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: a perspective from the theory of planned behavior (Creencias y prácticas docentes en materia de educación plástica y visual temprana: una perspectiva basada en la teoría del comportamiento planificado)

ABSTRACT Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers’ reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers’ behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens.

Examining Non-cognitive Factors Predicting Reading Achievement in Turkey: Evidence from PISA 2018

The purpose of the study was to investigate how student and teacher-related non-cognitive variables were important factors on the reading performances of Turkish students in PISA 2018. The results of the HLM analysis revealed that economic, social and cultural status (ESCS) as backround variable was considered an effective predictor of student and school reading achievement. Meta-cognitive stratejies were the most influential variables among the students’ non-cognitive variables. Besides, most of the teacher-related non-cognitive factors had significant impacts on reading achievement even after controlling all student related and backround variables. Teachers’ instructional behaviours such as adaptive instruction and teacher-directed instruction have much more influence on reading performance than other teacher behaviors. The results suggeted that fostering soft skills are essential for both students and teachers.

Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy

The study reported in this paper was part of a larger study that explored pre-service teachers’ perceptions of the effective-ness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualita-tive semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method used in this study was a more effective way to learn compared to being taught using a teacher-directed instructional approach, and further, that they will most likely use PBL when they become teachers.

Influence of students’ perceptions of instruction quality on their digital reading performance in 29 OECD countries: A multilevel analysis

Students' perceptions of instruction quality have long been considered a core element of the effectiveness of education. In particular, perceived high-quality instruction in classrooms might motivate students to gain better digital reading performance, which helps them become well-prepared in the era of information and communication technology (ICT). Thus, this study investigated the correlation between students' perceptions of instruction quality features and their digital reading performance from the aspects of perceived instructional approaches, classroom management, and supportive climate. Data on 223,807 15-year-old students in 29 Organization for Economic Co-operation and Development (OECD) countries were extracted from the latest Programme for International Student Assessment (PISA) 2018 database and the study adopted three-level hierarchical linear modeling (HLM). The findings demonstrated the positive influence of students' perceived adaptation of instruction, stimulation of reading engagement, disciplinary climate, teacher interest, and teacher support. However, students’ perceived teacher-directed instruction, reading skills exercises, teaching of digital skills, language instruction time, and teacher feedback were unexpectedly negatively correlated with their digital reading performance. Finally, the study concludes by discussing its implications for improving reading instruction quality.

Special Education Teachers and Student Academic Achievement in Saudi Arabia

Teaching evaluation has been used widely in learning institutions globally to address achievement gaps for students with special needs, math learning disabilities (MLD), and learning impairments, such as autism. In most cases, learners with disabilities impeding the acquisition of mathematics and languages receive preferential consideration for special education. Successful knowledge acquisition for special needs students usually involves teacher guidance, especially in the evaluation of learning needs and dissemination of curriculum content, and student interactions. In this study, data collected from 170 special education administrators drawn from three regions of the Kingdom of Saudi Arabia (KSA) (Riyadh, Makkah, and Medina) was used to explore the effectiveness of training and certification of special education teachers on the attainment of desirable academic outcomes in mathematics. A purposive sampling strategy was used to recruit the participants. A descriptive analysis design was applied to study the underlying characteristics of the sample population. The findings from the study, which were presented using graphs and tables based on the responses from the participants, showed the diversity in the composition of special education teachers in KSA. Specifically, qualified practitioners, uncertified personnel, and unfilled teaching vacancies accounted for 55.88%, 38.24%, and 5.88% of all positions respectively. A considerable proportion of special education teachers (52.94%) reported that they use teacher-directed instruction as opposed to student-centered learning (47.06%). The implications of the findings and the recommendations are discussed in the final sections of this report.

The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students

Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.

Adolescents' expectancy-value profiles in school context: The impact of self-directed learning intervals.

Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change. It also evaluates whether adolescents adopt more adaptive expectancy-value profiles in response to the need-based nature of self-directed learning as an extension of regular instruction. Within the self-directed learning approach under investigation, adolescents take responsibility for their own learning processes. The present research offers insights into the expectancy-value profiles of 754 German adolescents (Mage = 13.56; SD = 1.2; 49.4% female). A four-wave study was used to examine perceptions of self-efficacy, intrinsic value, utility value, and effort. Latent profile analyses and latent transition analyses were employed. Notably, the results provide evidence that expanding instruction via self-directed learning intervals that occur for 1 week per semester contributes to more favorable expectancy-value profiles within a student's favorite subject. A mixed profile (highly confident, hardly interested) disappeared. Instead, success expectations aligned more closely with adolescents' task values and effort. All profiles settled at a higher level. The findings indicate that instruction that is expanded via self-directed learning intervals has positive consequences for motivational profiles over time. An initial self-directed learning episode led to a shift to more interested profile groups. The continuation of a positive trend even after a self-directed learning interval indicates that adolescents are able to continually adapt their learning to their needs during teacher-directed instruction. This study provides clues about how to design curricula in a way that counteracts the downward trend in students' motivation to learn.

Narrative Study of Teaching Strategies and Challenges Encountered by Teachers in Synchronous Online Classes

The COVID-19 pandemic urged a dramatic shift in the educational landscape, whereby digital platforms are utilized in teaching and learning. This new setup has posed challenges in teaching mathematics; hence, this study was conceptualized to explore the different teaching strategies and challenges math teachers encountered in their synchronous online classes (SOC). It aimed to draw analysis and increased understanding of the experiences related to teaching strategies and challenges, focusing on two essential aspects of teaching and learning: content and student engagement. Online in-depth interviews involving nine (9) Junior High School mathematics teachers of a private academic institution in Southern Luzon were conducted for data gathering. Results depict two significant themes as the participants' strategies in their SOC: teacher-directed instruction and motivational strategies.Meanwhile, three major themes emerged as challenges encountered by the participants: the role of the teacher, time constraints, and students' responsiveness. Findings suggest that some of the difficulties in synchronous online teaching may have resulted from the tendency to replicate face-to-face teaching in a virtual classroom and lack of technological proficiency. Hence, opportunities to enhance teachers’ knowledge and skills in digital pedagogies and more student-centered online teaching approaches can be a gateway to address the challenges posed.