Instructional Time Research Articles

“That Cross-Curricular Business”: The Engineering Design Process in Mathematics and Science Classrooms

The engineering design process (EDP) is one tool teachers can use to facilitate STEM integration. As part of a larger three-year longitudinal research project regarding engineering identity development among middle school youth in a summer robotics outreach program, this study aims to understand teachers’ willingness to incorporate engineering design in their classrooms through an exploration of their perceptions of the EDP, its applications to their subject matter and classroom context, methods of enacting the EDP, and perceived challenges to and supports for doing so. We conducted a qualitative case study and drew our results from focus groups and semi-structured interviews with eight teacher participants. Participants were successful in describing the EDP and its cyclical nature. However, classroom enactment of the EDP was predominantly indirect and often used to solve non-subject-specific classroom problems. Direct enactment was limited to projects already part of the existing curriculum. Issues with instructional resources, lesson planning, time, and student background were the EDP enactment barriers most frequently noted, while supports described were all responses to the identified barriers. The EDP offers a promising way to integrate engineering with math and science. However, additional support is needed for more meaningful classroom enactment of the EDP.

Amount of instructional and inclusion time for children with disabilities in France

ABSTRACT The aim of this research is to study the actual situation of the inclusion of children with disabilities in France. The parents of 552 children with disabilities, aged between 3 and 18, were interviewed about the amount of instructional and inclusion time of their child. Inclusion time refers to instructional time spent with non-disabled peers. The parents also specified the nature and severity of their child’s disability, the potential difficulties linked to the child’s behaviour using the Strengths and Difficulties Questionnaire (SDQ), the child’s academic level and various socio-demographic variables. The study shows that the amount of instructional time of children with a disability is significantly lower than that of non-disabled children. Children with an intellectual disability or with ASD (Autism Spectrum Disorder) have significantly less instructional time than children with a motor disability, dys-disorder or ADHD (Attention Deficit/Hyperactivity Disorder). An important number of hours of inclusion is associated with a high academic level, particularly in mathematics. The higher the total score of emotional difficulties is, the lesser the child is schooled and included; conversely, a high score of pro-social behaviour is associated with more hours of instruction, after controlling the other variables. Finally, the parents’ socio-professional category has an impact on instructional time and even more so on inclusion time, in favour of children with an advantaged background.

Development of a flipped learning course to deliver and scale molecular variant evaluation education: A quality improvement initiative.

Over the past several decades, molecular genetic testing volumes have grown and testing has expanded from single-gene assays to multigene panels, exome sequencing, and genome sequencing. The number of molecular genetic variants that require manual interpretation has grown simultaneously, resulting in an increased demand for education on molecular variant evaluation (MVE). To meet this growing need, a team of genetic counselors and educational experts undertook a quality improvement (QI) initiative with the objectives of assessing, standardizing, and scaling access to MVE education, without increasing instructor time to deliver the education. Using the Six Sigma define-measure-analyze-improve-control (DMAIC) framework, a flipped learning course with a series of standardized online modules was developed to deliver MVE education in an enduring and accessible format for a diverse group of learners. Outcome measures included the number of online modules developed, the number of individual learners and unique learner groups accessing MVE education, and direct instruction time required to deliver MVE education. Countermeasures to ensure maintenance of educational quality included post-course learner satisfaction scores and performance on competency assessments. Both the total number of learners and the number of unique learner groups accessing MVE education increased, while instructor time required to deliver content per learner decreased. Learner satisfaction scores remained constant and performance on competency assessments improved. The QI initiative successfully scaled MVE education to a diverse group of learners without decreasing learner outcomes or satisfaction. The flipped learning format provides a scalable and flexible educational model for instructors and learners in a rapidly changing environment that often includes remote work and education.

Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire.

Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (M = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction.

Where has all the time gone? Describing time use in full- vs. half-day pre-Kindergarten

The current study examines the allocation of instructional time in half-day versus full-day pre-Kindergarten (pre-K) classrooms within a Colorado public school district that predominantly serves Hispanic and low-income students. Using 114 observations from 34 pre-K classes over two years, with up to 14 repeated observations per teacher, we analyze the distribution of time across various activities and content areas. We find substantial variation in time allocation between half- and full-day classes, especially regarding instructional and non-instructional activities, suggestive of potential differences in learning opportunities across the school year. Notably, full-day classes include a daily nap within their additional hours. Furthermore, we observe a considerable portion of classroom time dedicated to mixed-content activities, highlighting the multidimensional nature of time use in school-based pre-K. Our study's description of time allocation in this district also provides context for the previously published causal effects of the Full-Day Pre-K Study. Ultimately, the present study fills a gap in the body of research on time use in this early childhood education setting and informs stakeholders who are considering the expansion of pre-K programs to include a full-day option.

LEADERSHIP ROLES AND CHALLENGES AT THE JUNIOR HIGH SCHOOL LEVEL: THE PERCEPTION OF HEAD TEACHERS IN THE KASSENA NANKANA WEST DISTRICT OF THE UPPER EAST REGION OF GHANA

The purpose of the study was to find out the leadership roles and challenges facing Junior High School head teachers, as perceived by the head teachers in the Kassena Nankana West District of the Upper East Region of Ghana. The study used a quantitative research approach and a descriptive survey design. The population included all Junior High School Headteachers in the Kassena Nankana West District. A purposive sampling technique was employed to include all 34 Headteachers in the 34 Junior High Schools in the District. Structured questionnaire was the main instrument for data collection. The data was analysed using frequencies, percentages, means and standard deviations. The study found that Junior High School Headteachers were not properly prepared before and after their appointments. It emerged from the study that Headteachers’ were generally satisfied with the performance of their roles and responsibilities, though these responsibilities were considered to be numerous. The study revealed some particular challenges that affected head teachers. Most prominent among these were: performing administrative work and teaching at the same time; inadequate infrastructure; lack of offices for heads and store rooms; late payment of capitation grant; late submission of teaching lesson notes for vetting; misuse of instructional time; lack of teachers’ accommodation; indiscipline among students; non-payment of responsibility allowance and lack of motivation. Based on the findings, it was recommended among others that the procedures employed by Ghana Education Service in appointing head teachers should be reviewed and clearly defined procedures be followed in appointing professionals with relevant knowledge and experience as head teachers and not merely those who have achieved academic success or are in the system for long years. The government and GES should supply teaching and learning resources as well as other incentives before the beginning of the academic year.

Professional Development and Coaching in the Science of Reading: Impacts on Oral Reading Fluency in Comparison to National Norms

The purpose of this 5-year longitudinal study was to examine the rate of growth of oral reading fluency (ORF) scores in response to professional development and coaching related to the Science of Reading (SoR) in one urban public school district in the northeast United States. A non-random sample of all grade 1-5 students (n=434) enrolled in the school over a five-year period was used. Analysis of the growth in ORF scores was conducted using a latent growth curve analysis within a structural equation model framework. This model allowed comparison of growth between the sample and established national norms. Results indicate that across the grades over time, the sample demonstrated significantly greater growth (9%) when compared to the national norms (6%), despite interrupted instruction due to the covid-19 pandemic. These results suggest that repeated Professional Development (PD) and ongoing coaching to implement the SoR can lead to long-term growth in student ORF. The implications support SoR as an effective instructional framework which may mitigate against loss of instructional time in the classroom and serve as a protective factor against school interruptions, especially for at-risk learners. Keywords: science of reading, oral reading fluency, teacher professional development, teacher coaching

Contribution of Classroom Management Strategies on Teaching Effectiveness: A Case of Secondary Schools in Temeke Municipality in Tanzania

This study examines the impact of classroom management strategies on teaching effectiveness in secondary schools in Temeke Municipality, using a quantitative approach and cross-sectional design. Data from 99 respondents, including students, teachers, heads of schools, and Ward education officers, were collected through questionnaires and interviews. The findings reveal that various classroom management strategies are used, some more prevalent than others, and these strategies contribute to a positive classroom atmosphere, better interpersonal relationships, reduced disruptive behavior, and optimized instructional time. The study concludes that prioritizing effective classroom management strategies, such as establishing rules, organizing classrooms, issuing verbal warnings, engaging students, providing positive reinforcement, and managing time efficiently, can enhance teaching effectiveness. Recommendations include professional development for teachers, the formulation of supportive policies promoting evidence-based, student-centered approaches, and comprehensive training in teacher colleges. Encouraging collaboration and sharing best practices among teachers through professional learning communities and mentorship programs is also advised to foster continuous improvement.

The Lived Experiences of Alternative Learning System Teachers in English Literacy Instruction

This study explores the challenges that Alternative Learning System (ALS) teachers face in English literacy instruction and the coping strategies they employ to overcome these hurdles. Given the crucial role of English literacy, this study aims to delve into the lived experiences of ALS teachers, who are pivotal in the knowledge transfer process. Employing a phenomenological approach within qualitative research, the study draws on in-depth, in-person interviews with five ALS teachers to gather rich, experiential data. The thematic analysis of the interview transcripts reveals that ALS teachers' roles encompass physical demands, mental fortitude, emotional investment, and social engagement. The themes that emerge as challenges in teaching the Communication Skills strand in English include high demands on teachers' resilience, diversity of students, limited instructional materials, limited instructional time, and negative public perception of teachers' roles and the program. Despite these challenges, ALS teachers develop coping strategies, including cultivating resilience to manage the demands of teaching the strand and maintaining a positive outlook. This study concludes that while ALS teachers face significant obstacles in managing the learning strand, their effective use of specific coping strategies ensures that each learner receives appropriately leveled instruction. Based on the findings, the researcher proposes a training program that can improve ALS teachers' pedagogical approaches to enhance further their capabilities in making a difference in the field of education through ALS and, most importantly, in the lives of their learners.

Exploring Literature Teaching Challenges Among Secondary Level School Teachers in a Rural Area of an English as a Second Language (L2) Country

This study aimed to address the need for more research in literature teaching, especially in an English as a Second Language (L2) context, and to consider often overlooked micro-geographical areas to improve education quality. Supporting Sustainable Development Goal (SDG) number four, this qualitative research explored the challenges faced by L2 public secondary school literature teachers (n=30) in Southern Nueva Vizcaya, Philippines. Data were collected through semi-structured interviews and focus group discussions (FGDs). Participation was voluntary, with informed consent obtained, and confidentiality and anonymity ensured. The study found that teachers faced challenges such as low English proficiency among students, negative student attitudes, limited instructional time, and insufficient resources and materials. These findings suggest the need for significant changes in education to enhance language education in L2 countries, provide activities to improve students' attitudes towards literature, allocate adequate time for reading, and supply necessary learning materials and resources. Future research could involve a larger sample of literature teachers and compare the challenges of teaching literature in L1 and L2 contexts, as well as in urban and rural areas.

Flipped Learning using Video Training Material and Face-to-Face Training Materials for ISO GPS Education

In Japan, drafting education and drafting implementation based on ISO GPS is inadequate, and only a few companies use ISO GPS or GD&T. One of the reasons for this is not only a lack of appropriate teaching materials, but also a lack of training opportunities. The least understood matter of ISO GPS in Japan is the meaning and application of the maximum material requirement. Another matter is whether a feature should be controlled by size tolerance or geometrical tolerance. Therefore, the authors have created video teaching materials that can be viewed on Internet video sharing sites, and in addition, we have also developed training materials that can be used face-to-face to deepen understanding. The method used here is called "flipped learning", where learners (mainly university students) acquire knowledge at home and deepen their knowledge through face-to-face training. This not only saves training instructors time on knowledge transfer, but also allows them to spend more time on face-to-face training. This study reports on the results of using this set of video teaching materials and face-to-face training materials at companies and universities.

Profile of an Elementary Teacher—How Instructional Strategies Differ across Elementary Classrooms

The marginalization of social studies has led to many questions about how elementary teachers include social studies in their curriculum. Using a survey distributed to Texas teachers, this study explores the instructional strategies, integration emphasis, and content area instructional time utilized in the elementary classroom. Through a quantitative study, results indicate a significant relationship with emphasizing controversial issues in social studies with language integration and art integration. Also, teachers in earlier grade levels were more likely to emphasize controversial issues than the older grade levels. Lastly, implications for teacher education are discussed.

Understanding K‐3 Teachers' Literacy Instructional Practices During thePandemic‐Impacted2020–2021 School Year

AbstractThis instrumental case study is focused on understanding more about literacy instruction in K‐3 classrooms during the pandemic‐impacted 2020–2021 school year. The study aims to examine (a) how teachers described their literacy instruction before and during the COVID‐19 pandemic; (b) the types of literacy instructional practices teachers implemented across in‐person, virtual, and hybrid modalities; and (c) how teachers' implementation of these practices aligns with research on early grades literacy instruction. Data included classroom video of 25 teachers' literacy instruction, 162 classroom artifacts (e.g., student work samples), and statewide survey responses from 7110 teachers in spring 2020 and 5811 teachers in spring 2021. Teachers reported spending an average of 1 h less per week on literacy instruction in 2020–2021 as compared to a typical pre‐pandemic school year. Despite these reported declines in instructional time, teachers in all modalities were observed implementing literacy instructional practices at comparable rates as they reported prior to the pandemic. However, teachers' implementations of these practices varied widely, with some teachers providing research‐aligned literacy instruction while others did not. This range in quality was evident across modalities, including within the group of teachers providing in‐person instruction. Results from this study challenge existing theories about instructional time and modality that have been posed to explain the pandemic's negative impacts on elementary students' literacy outcomes.

No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions.

Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.

Comparative study of the ELISA use with milk and blood serum for bovine brucellosis diagnosis

Enzyme immunoassay, being a more sensitive method, makes it possible to identify specific antibodies in samples of combined milk. The ELISA study of harvested milk in farms can become an important element in the system of anti-brucellosis measures regarding the control of the epizootic state in farms taking into account the availability and ease of implementation of this method. For screening express-diagnostics of bovine brucellosis the method of enzyme immunoassay with milk of cows has been developed. ELISA with milk serum is specific, sensitive, easy to formulate, account for and interpret the results. It has been found that the conditions of storage and transportation of milk samples corresponding to room temperature values and leading to fermentation do not affect the level of specific anti-viral immunoglobulins for eight days, and the question of the use of a cold chain during transportation of milk samples to be examined to the place of analysis can be withdrawn from the agenda. When working out the optimal sample preparation, the difference in the specific signal when setting the ELISA between the milk serum obtained by high-speed centrifugation and the milk serum obtained by fermentation for 24 hours was less than 10%. Therefore, high-speed centrifugation was chosen for the preparation of milk serum samples during the ELISA study. The possibilities of using ELISA with milk serum on vaccinated and non-vaccinated cattle against brucellosis have been studied. Milk and blood for testing in the ELISA should be taken 6 months or more after vaccination (within the instructional time frame). A high level of correlation was established between ELISA data with milk and ELISA data with blood serum, regardless of epizootic or immune status (satisfactory and unfavorable herds, vaccinated and unvaccinated animals), which amounted to 86.8–92.0%.

The Role of an Effective Teacher in Managing Disruptive Students: A Case Study of The Chorus

This study utilizes a case study analysis to examine the portrayal of an effective teacher in the movie The Chorus. Drawing upon established literature on effective teaching practices and effective teachers, a self-developed conceptual framework is utilized to investigate the character of Mathieu and his management of disruptive students. The study seeks to identify the qualities exhibited by Mathieu that align with those of an effective teacher and explores the key behaviors he employs to positively transform the disruptive students. Findings indicate that Mathieu demonstrates fairness, respect, and patience as dominant personal traits of an effective teacher. Additionally, the study highlights the importance of subject matter mastery, balancing instructional complexity and maximizing instructional time, reflective practices, promoting student motivation, and effectively balancing classroom discipline and engagement in achieving effectiveness in teaching. These findings contribute to the understanding of effective teaching practices and provide insights for educators in contemporary societies to manage disruptive students.

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

AbstractDespite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127–150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259–267, 2007), very few studies have examined the current reading practices experienced by children with ASD in the schools. This mixed-method study reports on the observed reading instruction and reading performance of students (N = 39) with autism spectrum disorder (ASD) in grades 4–8 (ages 9–14 years.) across two separate geographic regions of the USA. Data collection included systematic observations of tier 1 and tier 2/3 reading instruction. Students were also assessed with standardized measures of word recognition, language, and reading comprehension. The purpose of this investigation was to contribute to the limited corpus of observation research on reading instruction for students with ASD within the context of describing student performance on battery of standardized measures. A total of 168 lesson sessions totaling 7497 min of observed class time were completed and the battery of measures were administered to students. Results of the observations indicated that 44–48% of instructional time across different tiers of instruction were dedicated to comprehension monitoring consisting of answering teacher directed questions. Minimal amounts of time were dedicated to word recognition instruction. According to findings from the assessment battery, approximately 46% of students had below average scores on word recognition and reading comprehension measures. Study findings suggest a mismatch between student needs and the manner in which they were addressed.

“Why Did Devon Just Leave the Classroom?”: Disability Studies in Education-Informed Related Service Provision

Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares inclusive approaches for novice teachers to learn how to organize related service provision in ways that strengthen student identities as individuals with disabilities. By focusing on how our previous teaching and research experiences inform our pedagogical design in our teacher education courses, we seek to open the door for future research on how related services are constructed and enacted in public schools that are working towards more inclusive pedagogy and practice. In this article we share how both authors are rethinking teacher education curriculum as a potential site for helping beginning educators understand the array of service delivery models and to address ways to conceptualize how related services are offered to students in PreK-12 schools across all classroom settings.

EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM

This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.

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.