Critical trial use of TIMS* as an alternative instructional delivery tool

This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real interactions between learners and teacher complicated the challenge of understanding the content of courses. The results point out that further development of the course design and assessment strategies are necessary.

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Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

Intervention in School and Clinic ◽

10.1177/10534512211014834 ◽

2021 ◽

pp. 105345122110148

Author(s):

Gavin W. Watts ◽

John W. McKenna

Keyword(s):

Behavioral Disorders ◽

Special Educators ◽

Skills Training ◽

Instructional Delivery ◽

Behavioral Skills ◽

Intervention Models ◽

Effective Interventions ◽

Effective Procedures ◽

Students With Ebd

Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

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Fostering Independence While Teaching Students With or at Risk for Reading Disabilities

Teaching Exceptional Children ◽

10.1177/0040059921994596 ◽

2021 ◽

pp. 004005992199459

Author(s):

Colby Hall ◽

Katlynn Dahl-Leonard ◽

Carolyn A. Denton ◽

Elizabeth A. Stevens ◽

Philip Capin

Keyword(s):

At Risk ◽

Reading Instruction ◽

Special Education Teachers ◽

Instructional Delivery ◽

Primary Grade ◽

Critical Element ◽

Independent Practice ◽

Gradual Release Of Responsibility ◽

High Level ◽

Small Group Reading

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice.

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“Is There Lead in My Water?”: Employing a Culturally Compelling Instructional Perspective to Teach for Change

Multicultural Learning and Teaching ◽

10.1515/mlt-2017-0025 ◽

2018 ◽

Vol 14 (1) ◽

Cited By ~ 1

Author(s):

Fenice B. Boyd ◽

Monica L. Ridgeway ◽

Tiffany M. Nyachae

Keyword(s):

Conceptual Framework ◽

Real World ◽

Instructional Practice ◽

Instructional Delivery ◽

Learning Opportunities ◽

Content Area ◽

Illustrative Case ◽

Water Crisis ◽

Alternative Learning ◽

Instructional Perspective

AbstractIn this paper we build a conceptual framework to argue for culturally compelling instruction that leads to teaching for change. Culturally compelling instruction calls for a substantive shift in how teachers view their students, communities, and what the perspective might mean for students’ future when they have access to alternative learning opportunities. The framework encourages teachers to take a stance and assume responsibility and ownership for their own decisions about the curriculum and instructional delivery. Most prominent is to acquire a depth of understanding of their students’ identities and needs. To represent our vision for culturally compelling instruction we use the lead poisoned water crisis in Flint, Michigan, USA as an illustrative case. Our work provides an example of how a real-world circumstance such as Flint’s may be integrated into content area subjects to frame a culturally compelling instructional practice.

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A Comparison of Three Instructional Approaches in Teaching the Use of the Abridged Readers' Guide to Periodical Literature

Journal of Educational Technology Systems ◽

10.2190/9lxx-v8lp-f7ud-0rvc ◽

1984 ◽

Vol 12 (3) ◽

pp. 241-247

Author(s):

Stephen W. Zsiray

Keyword(s):

Middle School ◽

Information Retrieval ◽

Statistical Analysis ◽

Instructional Delivery ◽

Delivery Systems ◽

Instructional Effectiveness ◽

Independent Reading ◽

Periodical Literature ◽

Library Media ◽

English Classes

The age of information is upon us and as educators we must teach students how to retrieve information. Three instructional delivery systems were compared for effectiveness in the teaching of library media information retrieval skills. These were: 1) microcomputer-based courseware, 2) lecture, and 3) independent-reading. The eighth grade English classes at the Butler Middle School were randomly selected for placement in one of the above groups. As a result of the study, the statistical analysis indicated that the microcomputer-based courseware was identical in instructional effectiveness to the lecture approach. In addition, both the microcomputer-based and the lecture approach were more effective than the independent-reading method.

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Economics Students’ Perception of Economic Teachers’ Effective Instructional Practices in the Senior High Schools in the Cape Coast Metropolis

Journal of Educational & Psychological Research ◽

10.33140/jepr.02.02.03 ◽

2020 ◽

Vol 2 (2) ◽

Keyword(s):

High Schools ◽

Instructional Practices ◽

Instructional Delivery ◽

Background Information ◽

Cape Coast ◽

Delivery Methods ◽

Male And Female ◽

Significant Difference ◽

Economics Students ◽

Instructional Delivery Methods

The purpose of the study was to explore Economics students’ perception of economic teachers’ effective instructional practices in the Senior High Schools in the Cape Coast Metropolis. The researchers used the descriptive cross-sectional survey as the research design. Questionnaire was the main instrument to collect quantitative data from respondents. The researcher employed the multi- staged sampling technique to select students for the study. It was discovered that there was no statistically significant difference between the perception of male and female students Economics students with respect economics teachers planning and preparation, classroom environment management and instructional delivery methods in regards to effectiveness of Economics teachers in instructional practices. The study recommended that to maintain and improve upon Economics teachers’ instructional delivery methods, teachers should pay attention to group dynamics so to help them adopt the best pedagogy that meet the learning needs of almost all the student when dealing with any Economics topic. Also, Economics teachers in their capacity should encourage the culture of enquiry into the background information of his or her students (male and female) during pre and post interactive face of instruction and incorporate their feedback into subsequent planning and preparation.

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