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Lavern Gottshalk – ProQuest LLC, 2023
The problem that the researcher addressed through this study was that third- to fifth-grade teachers found it challenging to incorporate explicit comprehension strategies to reading in an elementary school in southeastern Virginia. The purpose of the study was to examine third- to fifth-grade teachers' perceptions of and experiences when…
Descriptors: Grade 3, Grade 4, Grade 5, Elementary School Teachers
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Pilgrim, Jodi; McLaughlin, Lori; Trotti, Judy – Texas Association for Literacy Education Yearbook, 2019
In this article, the authors encourage readers to get their minds IN the gutters--the literal gutters of graphic novels, that is. Gutters, one of many graphic novel text features, provide visual and metacognitive insight readers must use to make meaning as they read. Teachers must provide explicit instruction regarding these features and other…
Descriptors: Cartoons, Novels, Layout (Publications), Direct Instruction
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Michael Sadeghi; Mostafa Pourhaji – Language Teaching Research, 2025
The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels of language proficiency. Their working memory was measured using an operation span task and then…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Oral Language
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Bradley Witzel; Jonte Myers; Jenny Root; Shaqwana Freeman-Green; Paul Riccomini; Pamela Mims – Journal of Special Education, 2024
Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs,…
Descriptors: Students with Disabilities, Mathematics Achievement, Evidence Based Practice, Educational Research
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McLain, Matt – International Journal of Technology and Design Education, 2021
This paper builds on a previous study of the 'demonstration' as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects, for the development of learners' procedural knowledge, from observation and imitation to autonomy and adaption of a technique. As such, it tends to align…
Descriptors: Demonstrations (Educational), Technology Education, Design, Teacher Educators
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Walsh-Moorman, Elizabeth; Hovick, Kate – Reading Teacher, 2021
A classroom teacher and a university researcher examined what criteria fourth-grade students use to examine text authority and how traditional and new literacy skills may support such evaluation. Results of this case study indicate that students rely heavily on traditional reading skills, including background knowledge and vocabulary skill, to…
Descriptors: Grade 4, Elementary School Students, Information Sources, Credibility
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Cesare, Dane Marco Di; Kaczorowski, Tara; Hashey, Andrew – Journal of Special Education Technology, 2021
Whether to embrace "flipped" pedagogy or to problem solve during a pandemic, many teachers utilize video to deliver instruction to students. Watching a video can be a passive activity without a person or a tool to facilitate active engagement. As a result, many teachers find the need to look for tools, methods, and platforms to engage…
Descriptors: Video Technology, Direct Instruction, Learner Engagement, Interactive Video
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Rogers, Ben; Hoath, Leigh – Primary Science, 2021
The authors think it is likely that there is no 'right' way to teach. They believe that some teaching approaches work better in some situations to achieve some goals. In this article the authors are proposing that the best way to improve primary science is for colleagues with different views to talk more -- and listen more. Specifically, the…
Descriptors: Elementary School Science, Active Learning, Inquiry, Direct Instruction
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Neumann, David J. – Social Studies, 2021
In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to "Core Practices" or "High-Leverage Practices" (HLPs) has been applied to history education. Despite the attractiveness of inquiry-oriented instruction, it is still absent from far too many history…
Descriptors: History Instruction, Inquiry, Active Learning, Direct Instruction
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Richardson, Emory; Sheskin, Mark; Keil, Frank C. – Child Development, 2021
Two studies ask whether scaffolded children (n = 243, 5-6 years and 9-10 years) recognize that assistance is needed to learn to use complex artifacts. In Study 1, children were asked to learn to use a toy pantograph. While children recognized the need for assistance for indirect knowledge, 70% of scaffolded children claimed that they would have…
Descriptors: Scaffolding (Teaching Technique), Discovery Learning, Difficulty Level, Direct Instruction
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Lichtman, Karen – Applied Linguistics, 2021
A great deal of research explores how implicit vs. explicit instruction affects second language learners' grammatical accuracy, generally finding that explicit instruction increases accuracy. However, no research to date has examined the impact of implicit/explicit instruction on learners' fluency. Additionally, nearly all the research has only…
Descriptors: Artificial Languages, Second Language Learning, Language Fluency, Second Language Instruction
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Chatzopoulos, Dimitris; Foka, Elena; Doganis, George; Lykesas, George; Nikodelis, Thomas – Early Child Development and Care, 2022
The purpose of this study was to compare the effects of explicit and analogy learning on preschool children's running, long jump, gallop and balance. The participants were 43 preschool children randomly assigned to the analogy learning group (22 children) or the explicit (21 children). In the explicit learning group explicit instructions were…
Descriptors: Logical Thinking, Psychomotor Skills, Preschool Children, Direct Instruction
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Johnson, Evelyn S.; Zheng, Yuzhu; Crawford, Angela R.; Moylan, Laura A. – Journal of Experimental Education, 2022
In this study, we examined the scoring and generalizability assumptions of an explicit instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained…
Descriptors: Direct Instruction, Teacher Education, Classroom Observation Techniques, Validity
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Phillips, Beth M.; Oliver, Felesa; Willis, Karli B. – Topics in Language Disorders, 2022
Children from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used…
Descriptors: Multimedia Instruction, Vocabulary Development, Low Income Students, Preschool Education
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Zhang, Lin – Learning: Research and Practice, 2022
Integrating scientific investigations into science instruction has been a global phenomenon. Particularly in the US, this emphasis has been suggested by the nation-wide science educational standards over decades. However, the details on how the integration could be carried out remain under discussed. The present study focuses on the integration of…
Descriptors: Guidance, Experiential Learning, Direct Instruction, Hands on Science
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