In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to…

With education's ever-changing and increasing expectations, including response-to-intervention, schools are required to make significant changes in practice to meet the needs of all students. The effectiveness and efficiencies garnered in implementing prevention-oriented, schoolwide approaches to instructional delivery provide the necessary…

A study of instructional planning periods was undertaken in late 2013 pursuant to West Virginia State Code §18A-4-14 which states: "The state board shall conduct a study on planning periods. The study shall include, but not be limited to, the appropriate length for planning periods at the various grade levels and for the different types of…

The relationship of organizational and instructional features in Individually Guided Education (IGE) schools and the achievement of second and fifth grade students was studied in Phase I of the IGE evaluation. A positive relationship between organizational features and teacher job-satisfaction was found in a sample study of 156 schools. Reading…

Research in the field of computer based instruction (CBI) has led to conflicting evidence on the efficacy of learner control over instruction. Typical implementations of learner control in CBI allow learners to proceed at their own pace, control the sequence of instruction, choose the amount of practice, or decide the level of difficulty…

A brief review of the literature concerning the relationship between self-concept and academic achievement precedes a discussion of the perceptual and operational models of self-concept as they relate to classroom teaching. It is suggested that the differentiated "operational" model of definition and instrumentation of self-concept best meets the…

Effective instructional management processes come in many guises, but all share four essential components: (1) a set of educational goals toward which progress can be measured; (2) a means of assessing students' instructional needs and determining placement and grouping; (3) an organizational structure and instructional delivery process capable of…

This book addresses the practical management of higher education teaching and learning as it is related to any subject. The volume stresses principles of the reflective practitioner model--open-mindedness, responsibility, and wholeheartedness. Chapter 1 introduces the book and its concept of teaching as a management process. Chapter 2 focuses on…

In response to a low passing rate in a general psychology course taught at Howard Community College (MD), as well as to student and instructor dissatisfaction with the course, a systems model was developed and applied to improve course quality. The development of the model involved nine steps: (1) enumerating precise skill objectives which could…

This paper reports findings from the National Institute of Education's Napa County Project, one of four follow through projects funded over a period of four years to develop and implement instructional programs that would improve teaching practices, increase students' academic engaged rates, and increase gain on reading and mathematics achievement…

This study examined the effects of a prototype of motivationally-adaptive CAI (Computer Assisted Instruction), developed in accordance with the ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design, on achievement, perceived motivation (both overall motivation and for each of the ARCS components), efficiency, and…

A set of career cluster standards was developed for the school-to-careers division of a large urban school district that is moving toward a career academy model for high school education. The process used to develop the standard was based on a standards development model consisting of the following stages: synthesis; collection of input; and…

This document presents tools and guidelines to help practitioners transform their high schools into institutions facilitating community-connected learning. The approach underpinning the tools and guidelines is based on the following principles: academic rigor and relevance; personalized learning; self-passage to adulthood; and productive learning…