scholarly journals Analyzing interactive dimension of teacher gestures in naturalistic instructional contexts

2020 ◽  
Author(s):  
Can Denizci ◽  
Brahim Azaoui
Keyword(s):  
Instructional Contexts

Separating the influences of escape and access to preferred activities on problem behavior occurring in instructional contexts

2004 ◽  
Vol 19 (3) ◽  
pp. 159-171 ◽  
Author(s):  
Jennifer N. Fritz ◽  
Iser G. DeLeon ◽  
William N. Lazarchick
Keyword(s):  
Problem Behavior ◽  
Instructional Contexts

Task Analysis in Special Education: Definition and Clarification

1979 ◽  
Vol 2 (3) ◽  
pp. 37-44 ◽  
Author(s):  
Ron Schworm
Keyword(s):  
Special Education ◽  
Task Analysis ◽  
Instructional System ◽  
Single Units ◽  
Learning Problems ◽  
Regular Instruction ◽  
Content Interaction ◽  
Instructional Contexts ◽  
And Function

The use and function of task analysis in special education is becoming the most proposed instructional system for teaching children and adults with learning problems. In general, the term task analysis has acquired a myriad of definition and meaning that lacks precision. This article identifies and clarifies the variety of meanings of the term, and examines the instructional contexts where the procedures may apply. A sample of specific and general task analysis procedures found in the literature are typed by emphasis: content, interaction, and prerequisite; by size: single units of behavior or entire skills; and by kind: perceptual-motor or symbolic-conceptual. Finally, the paper examines a rationale for implementing precise step-by-step teaching for individuals who do not respond to regular instruction.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

Rethinking Curriculum and Teaching

2017 ◽  
Author(s):  
Zongyi Deng
Keyword(s):  
21St Century ◽  
Educational Quality ◽  
Social Meaning ◽  
Alternative Curriculum ◽  
Academic Literature ◽  
Educational Challenges ◽  
Instructional Contexts ◽  
Operational Frameworks ◽  
Practice Of Teaching

In academic literature there is a multiplicity and proliferation of alternative curriculum definitions, and the matter of defining curriculum is in a state of disarray. Likewise, there are diverse ways of defining teaching in which curriculum is virtually invisible. Invoking Dewey’s idea of “reality as whole,” this article makes a case for rethinking curriculum and teaching as two interrelated concepts embedded in the societal, institutional, and instructional contexts of schooling. Curriculum is construed in terms of societal, policy, programmatic, and classroom curricula that give social meaning, normative and operational frameworks, and educational quality to the practice of teaching. Likewise, teaching is thought of as sociocultural, institutional, deliberative and curricular practice with a bearing on the societal, policy, programmatic, and classroom curricula. The article concludes by questioning the technicist and reductionist treatment of curriculum and teaching associated with the global neo-liberal movement toward standards and accountability and by calling for reenvisioning curriculum and teaching in view of the educational challenges of the 21st century.

Predicting writing development in dual language instructional contexts: exploring cross-linguistic relationships

2016 ◽  
Vol 20 (1) ◽  
pp. e12406 ◽  
Author(s):  
Robert Savage ◽  
Meagan Kozakewich ◽  
Fred Genesee ◽  
Caroline Erdos ◽  
Corinne Haigh
Keyword(s):  
Dual Language ◽  
Writing Development ◽  
Instructional Contexts

Refusals in instructional contexts and beyond

2013 ◽  
Author(s):  
Otilia Martí-Arnándiz ◽  
Patricia Salazar-Campillo
Keyword(s):  
Instructional Contexts
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