Study of Instructional Improvement (SII)

2010 ◽  
Author(s):  
Deborah Loewenberg Ball ◽  
David K. Cohen ◽  
Brian Rowan
Keyword(s):  
Instructional Improvement

PENGGUNAAN DIRECT INSTRUCTION MODEL UNTUK MENINGKATKAN HASIL BELAJAR IPA PADA MATERI TUMBUHAN DAN FUNGSINYA SISWA KELAS IV A SDN 015 SUNGAI SALAK KECAMATAN TEMPULING

2016 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Garnawati Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Instructional Improvement ◽  
Mastery Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Fourth Grade Students ◽  
The Subject ◽  
Class Iv

Problems in the Classroom Action Research (PTK) is the low learning outcomes IPA A fourth grade students of SDN 015 Sungai Salak Kecamatan Tempuling. This study addressed the problem by applying direct instrucsion models. The problem of this research is "Is the direct application of the model intruction IPA can improve learning outcomes in grade IV A SDN 015 Sungai Salak Kecamatan Tempuling ?. The purpose of this study is to improve science learning outcomes in class IV A SDN 015 Sungai Salak Kecamatan Tempuling by way of direct intruction models. Direct intruction A model of fourth grade students of SDN 015 Sungai Salak, Kecamatan Tempuling can improve learning outcomes significantly. At first the student learning outcomes pre-cyclye is 36.00 categorized as very unfavorable; in the first cycle was 61.00 with category; and the results of the second cycle is 81.50 with very good category. Mastery learning individually and classical increases; pre-cyclye 4 students and 20.00 (not finished); in the first cycle is 12 students and 60.00% (not finished) and the second cycle is 19 students or 95% (complete). Based on observations of fourth grade students of SDN 015 A Sungai Salak Kecamatan Tempuling, activity in the first cycle an average of 72% or better and the second cycle of activity is 82% or better at all. Students seem to understand the direct intruction models and they can understand the subject matter properly and appropriately. Based on the research results with direct instructional improvement intruction models managed to fix the problem of low student learning outcomes SDN 015 class IV A Sungai Salak Kecamatan of Tempuling. 

Instructional improvement through cognitive psychology

1983 ◽  
Vol 12 (1) ◽  
pp. 80-83
Author(s):  
D. G. Helsel ◽  
L. B. Hughes
Keyword(s):  
Cognitive Psychology ◽  
Instructional Improvement

Survey of Climate for Instructional Improvement--Modified Version

2021 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Instructional Improvement

Leading for Instructional Improvement in the Context of Accountability: Central Office Leadership

2017 ◽  
Vol 21 (1) ◽  
pp. 28-42 ◽  
Author(s):  
Jessica Goodman Rigby ◽  
Rebecca Corriell ◽  
Katie J. Kuhl
Keyword(s):  
Policy Design ◽  
Instructional Improvement ◽  
Central Office ◽  
Costs And Benefits ◽  
Policy Goals ◽  
Design Systems ◽  
Multiple Challenges ◽  
Implementation Of Standards ◽  
Central Office Leadership

This case was written to help prepare central office leaders who are expected to design systems and lead toward instructional improvement in the context of both educational accountability and implementation of standards with increased rigor. The intent of this case study is to encourage educators to examine the complex and multiple challenges of policy design and implementation when policy goals are far from current practice. Educators studying this case should examine the costs and benefits of bridging and buffering across organizational levels and how to best craft coherence between goals, needs, and resources at the central office and school levels.

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

2016 ◽  
Vol 118 (11) ◽  
pp. 1-32 ◽  
Author(s):  
Jolley Bruce Christman ◽  
Caroline B. Ebby ◽  
Kimberly A. Edmunds
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Mathematics Instruction ◽  
Instructional Improvement ◽  
Data Use ◽  
Student Thinking ◽  
Theory Building ◽  
Case Study Methodology ◽  
Teacher Sensemaking

Background A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers’ learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further, there is a paucity of research on how teachers make sense of data and their ensuing instructional actions. Purpose We report findings from qualitative research on an intervention designed to put teacher learning about mathematics instruction center stage in data use practices. The research sought to understand what happened as teachers made sense of data in their professional learning communities (PLCs), what changes they made in their mathematics instruction, and why they made the changes. Research Design The theoretical foundation for the research is situative theory, which conceptualizes teacher growth as “a process of increasing participation in the practice of teaching, and through this participation a process of becoming knowledgeable in and about teaching.” A case study approach was chosen to illuminate the complex interrelationships among intervention components and their influence on teachers: (1) between individual teacher sensemaking about data and collective sensemaking in PLCs and (2) between sensemaking and instructional changes. Additionally, case study methodology facilitates theory building grounded directly in data by providing nuanced accounts of the phenomena under study that uncover concepts and coherently relate them to one another. Teacher interpretation of data is ripe for theory building. Findings The case study of Ms. Walker illustrates in rich detail the developmental nature of her growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process. Due to considerable progress in both her questioning strategies and her ability to build on student thinking to focus on important mathematical ideas, Ms. Walker was able to move beyond surface instructional adjustments to demonstrate substantial instructional improvement. Conclusion/Recommendations We argue that a fuller understanding of how teachers experience dissonance, and the supports necessary to make that dissonance productive, can enrich the design and implementation of data use practices. The research also offers an example of the contribution that microprocess studies can make to research on data use practices. We encourage researchers to attend carefully to teacher sensemaking and interrogate the concepts of dissonance and productive dissonance in future theory building about data use practices.

The District Role in Instructional Improvement

2015 ◽  
Author(s):  
Gary Sykes ◽  
Jennifer O’day ◽  
Timothy G. Ford
Keyword(s):  
Instructional Improvement ◽  
District Role
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