Baker, Scott K Kennedy, Patrick C Richards, Dean Nelson, Nancy J Fien, Hank Doabler, Christian T
Published in
Journal of learning disabilities
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific in...
Finders, Jennifer Wilson, Ella Duncan, Robert
Published in
Frontiers in Psychology
The importance of developing early language and literacy skills is acknowledged by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as a global human rights issue. Indeed, research suggests that language abilities are foundational for a host of cognitive, behavioral, and social–emotional outcomes. Therefore, it is crit...
Wolbers, Kimberly Dostal, Hannah Graham, Steve Branum-Martin, Lee Allen, Thomas Holcomb, Leala Saulsburry, Rachel
Published in
Frontiers in Psychology
Writing teachers play an extraordinarily important role in their students’ writing development. Teachers’ motivational beliefs, such as attitudes toward writing, perceptions of their efficacy to teach writing, or preparation to use evidence-based instructional practices, impact their writing instruction, which directly affects the advancement of st...
Luo, Shuqiong Gan, Zhengdong
Published in
Frontiers in Psychology
This study validated the Flipped English Learning Readiness Questionnaire, and examined its relationships with teacher instructional practices, English learning self-efficacy, and language learning beliefs. A total of 442 Chinese university EFL students voluntarily participated in this research. Exploratory and confirmatory factor analysis resulted...
Pennino, Eric Ishikawa, Catherine Ghosh Hajra, Sayonita Singh, Navneet McDonald, Kelly
Published in
Journal of microbiology & biology education
The sudden shift to online learning due to the COVID-19 pandemic left many instructors wondering how to minimize anxiety while keeping students engaged in their virtual courses. In this study, we explored (i) specific online instructional tasks that caused students to experience anxiety, (ii) factors that hindered student engagement with online ins...
Bartlett, Lora
The term “hybrid” emerged as a common descriptor of pandemic-modified schooling configurations. Yet this umbrella term insufficiently captures the variations among hybrid models, particularly as it pertains to the structure of teacher workdays and related workload demands. Drawing on qualitative research documenting K–12 U.S. teachers’ experience t...
Polikoff, Morgan S. Silver, Daniel
Published in
Frontiers in Education
Research has shown that officially-adopted textbooks comprise only a small part of teachers’ enacted curriculum. Teachers often supplement their core textbooks with unofficial materials, but empirical study of teacher curriculum supplementation is relatively new and underdeveloped. Grounding our work in the Teacher Curriculum Supplementation Framew...
Hoffert, Mara M Passalacqua, Karla D Haftka-George, Alexis Abreu Lanfranco, Odaliz Martin, Robert A
Published in
Journal of Medical Education and Curricular Development
Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institu...
Merritt, Eileen G. Archambault, Leanna Hale, Annie E.
Published in
Discourse and Communication for Sustainable Education
The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability ...
Glaser-Segura, Daniel Wilson, Jennifer Mudge, Suzanne
Published in
Proceedings of the International Conference on Business Excellence
As reflective educators, we seek to use instructional practices offering the greatest benefit to our students. Such benefits are easily seen and understood by the professor, but less often are clearly recognized by the students. To fully evaluate the impact of various activities on students, it is essential to explore the pedagogical practices they...
