Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Old Dominion University

Instruction

Articles 1 - 8 of 8

Full-Text Articles in Education

Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl Aug 2023

Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl

Teaching & Learning Faculty Publications

Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, …

Go to article

Let's Count The Ways We Can Utilize Technology To Improve Instructional Practices For Individuals With Autism, Heather Coleman, Annemarie L. Horn, Selena J. Layden, Christian Coogle Jan 2023

Let's Count The Ways We Can Utilize Technology To Improve Instructional Practices For Individuals With Autism, Heather Coleman, Annemarie L. Horn, Selena J. Layden, Christian Coogle

Human Movement Sciences & Special Education Faculty Publications

To maximize instruction and learning outcomes, it is essential that educators and family members who support individuals with autism have adequate training and support required to implement evidence-based practices (EBPs) with fidelity. Research shows various coaching methods, including self-coaching and classroom-based feedback, yield positive outcomes in terms of increasing practical application and sustained use of EBPs. With the growing prevalence of autism, it is essential to find effective coaching methods that can be utilized equitably across geographic locations and learning environments. Fortunately, technology affords educators and others the opportunity to receive quality coaching and feedback without facing traditional barriers (e.g., …

Go to article

But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck Jan 2022

But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck

Teaching & Learning Faculty Publications

Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett & Vanfossen, 2013) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.

Go to article

Workbooks For Instruction In Diagram Comprehension: High School Biology Part I, Jennifer G. Cromley, Tony Perez, Bradley W. Bergey Jan 2017

Workbooks For Instruction In Diagram Comprehension: High School Biology Part I, Jennifer G. Cromley, Tony Perez, Bradley W. Bergey

STEMPS Faculty Publications

Four methods were developed for teaching high school students how to better understand the diagrams in their biology textbooks. The 4 workbooks instantiate these methods: Conventions of Diagrams, Self-Explanation in Diagrams, Student-Completed Diagrams-Visual, and Student-Completed Diagrams-Verbal.

Go to article

Training Model For Incorporating Interactive Whiteboards Into The K-12 Classroom, Elizabeth G. Jamerson Jul 2015

Training Model For Incorporating Interactive Whiteboards Into The K-12 Classroom, Elizabeth G. Jamerson

STEMPS Theses & Dissertations

School divisions have been implementing interactive whiteboards, as well as other instructional technologies, in ever-increasing numbers with the intent to improve student performance. The benefits of these technologies have been hotly debated, with some researchers claiming that interactive whiteboards improve student achievement, while others claim that the technologies have no effect on student progress. Other researchers concluded that interactive whiteboards are tools which can improve student achievement only if they are used effectively. Research has further suggested that teachers need high quality professional development that incorporates both formal and informal elements to assist teachers incorporate interactive whiteboards into the K-12 …

Go to article

Teacher Beliefs, Knowledge, And Practice Of Metacognition And Self-Regulated Learning, Robin S. Spruce Jul 2012

Teacher Beliefs, Knowledge, And Practice Of Metacognition And Self-Regulated Learning, Robin S. Spruce

Teaching & Learning Theses & Dissertations

Teacher beliefs and knowledge about metacognition and self-regulated learning (SRL) as well as their knowledge for teaching metacognition and SRL were examined in this mixed-methods study. Questionnaires targeting teacher beliefs about SRL, the Self-Regulated Teacher Beliefs Scale (SRLTBS), and teacher knowledge of metacognition and knowledge for teaching metacognition, Teacher Metacognition Scale (TMS), were distributed to elementary and middle school teachers in two school districts, one urban, the other suburban. A total of 84 teachers responded to the questionnaires, and from those a criterion sample of ten were selected for observation and interview. Results from the questionnaires indicate teachers felt somewhat …

Go to article

Research Supporting Technology Education- Task Force 2.4 Final Report, Philip A. Reed, Jim Carlson, Fred Figliano, Hal Harrison, Hyuksoo Kwon, Johnny Moye, Phyllis Opare, John M. Ritz, Roger Skophammer, John Wells Jan 2008

Research Supporting Technology Education- Task Force 2.4 Final Report, Philip A. Reed, Jim Carlson, Fred Figliano, Hal Harrison, Hyuksoo Kwon, Johnny Moye, Phyllis Opare, John M. Ritz, Roger Skophammer, John Wells

STEMPS Faculty Publications

(First paragraph) ITEA's Board of Directors convened a task force in 2006 to identify research on technology teaching and learning. The resulting database is designed to help teachers, supervisors, and anyone that needs to show research support for technology education. The research was compiled by the following task force members:

Go to article

How Teachers Modify Their Instruction For Education For Employment Students Integrated Into Regular Academic Programs At Smithfield High School, Laura A. Perkinson Jan 1988

How Teachers Modify Their Instruction For Education For Employment Students Integrated Into Regular Academic Programs At Smithfield High School, Laura A. Perkinson

OTS Master's Level Projects & Papers

The research goals of this study were to determine: 1. What factors determine curriculum modifications by Smithfield High School teachers who instruct and evaluate the academic performance of the Education for Employment student?

Go to article