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Brandes, Dana R.; McMaster, Kristen L. – Insights into Learning Disabilities, 2017
In this article, the literature on instruction in morphological analysis strategies with English Language Learners (ELLs) is reviewed to identify vocabulary outcomes for these students. The nature of instruction and quality of outcomes are examined for ELLs in general, and also for those with or at risk of reading disabilities. A total of nine…
Descriptors: English Language Learners, Morphology (Languages), Vocabulary Development, Second Language Learning
Murphy, Danny R. – ProQuest LLC, 2017
Teachers' beliefs shape their daily instruction and the materials presented to students. The personal views of educators are especially relevant when socioscientific issues are involved. Preservice and novice teachers' mastery of the nature of science (NOS) and personal beliefs in and out of the classroom influence their worldviews and classroom…
Descriptors: Direct Instruction, Preservice Teachers, Beginning Teachers, Concept Formation
Soiferman, L. Karen – Online Submission, 2017
Learning how to teach writing is a skill just as learning how to write is a skill. Without a dedicated composition course in Education faculties pre-service teachers are not getting the training they require to be effective teachers of writing. In this report, a case is made for why teachers have to be more aware of how students learn to write and…
Descriptors: High School Students, Writing Instruction, Direct Instruction, Preservice Teacher Education
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McKeel, Autumn Nicole; Dixon, Mark R.; Daar, Jacob H.; Rowsey, Kyle E.; Szekely, Susan – Journal of Behavioral Education, 2015
The present investigation sought to examine the efficacy of the instructional curriculum described in the Direct Training Module of the PEAK Relational Training System on the language repertoires, as measured by the PEAK direct assessment, of children diagnosed with autism or related developmental disabilities. Twenty-seven children diagnosed with…
Descriptors: Teaching Methods, Autism, Pervasive Developmental Disorders, Comparative Analysis
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Powell, Sarah R. – Intervention in School and Clinic, 2015
Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e.,…
Descriptors: Symbols (Mathematics), Equations (Mathematics), Direct Instruction, Mathematics Instruction
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Joshua B. Plavnick; Nancy E. Marchand-Martella; Ronald C. Martella; Julie L. Thompson; A. Leah Wood – Review Journal of Autism and Developmental Disorders, 2015
Despite deficits in academic outcomes for individuals with autism spectrum disorder (ASD), a relatively small proportion of intervention research has investigated interventions to address academic development for this population. This article includes a review of the research literature on the effectiveness of teaching academic skills to students…
Descriptors: Autism Spectrum Disorders, Teaching Methods, Instructional Effectiveness, Academic Ability
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Dick-Perez, Marilu; Luxford, Cynthia J.; Windus, Theresa L.; Holme, Thomas – Journal of Chemical Education, 2016
A 14-item, multiple-choice diagnostic assessment tool, the quantum chemistry concept inventory or QCCI, is presented. Items were developed based on published student misconceptions and content coverage and then piloted and used in advanced physical chemistry undergraduate courses. In addition to the instrument itself, data from both a pretest,…
Descriptors: Chemistry, Science Instruction, Multiple Choice Tests, Undergraduate Students
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Blumberg, Phyllis – College Teaching, 2016
This article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and…
Descriptors: Faculty Development, Teaching Methods, Student Centered Curriculum, Scoring Rubrics
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Krashen, Stephen – Foreign Language Annals, 2016
Lindseth (2016) reported that direct instruction and practice using the German verb-inversion rule resulted in higher accuracy in an oral test for college students, supporting the hypothesis that explicit linguistic knowledge can become implicit linguistic knowledge. It is quite likely, however, that the conditions for the use of conscious…
Descriptors: Verbs, Grammar, German, Oral Language
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Zhao, Cairan; Pandian, Ambigapathy; Singh, Manjet Kaur Mehar – English Language Teaching, 2016
In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a…
Descriptors: Critical Thinking, Educational Strategies, Teaching Methods, English (Second Language)
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Parwati, Ni Nyoman; Sudiarta, I. Gusti Putu; Mariawan, I. Made; Widiana, I. Wayan – Journal of Technology and Science Education, 2018
The aim of this study was to describe and to test the effect of learning model (problem solving learning model oriented toward Balinese local wisdom (PSBLW) Vs Direct Instruction Model (DI)) and type of mathematics problems (open and closed problems) on the ability to solve mathematics problem of the fifth-grade students of elementary in Singaraja…
Descriptors: Mathematics Skills, Problem Solving, Grade 5, Elementary School Students
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Gadd, Murray – set: Research Information for Teachers, 2017
This article, based on an 18-month study of effective writing instruction amongst Year 5 to 8 students, concludes that effective implementation of three dimensions of effective practice (learning tasks; direct instruction; self-regulation) are probable key levers in generating greater than expected learner gains in writing. It further concludes…
Descriptors: Writing Teachers, Teacher Effectiveness, Writing Achievement, Teacher Student Relationship
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Cotler, Jami L.; DiTursi, Dan; Goldstein, Ira; Yates, Jeff; DelBelso, Deb – Information Systems Education Journal, 2017
In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported…
Descriptors: Undergraduate Students, Emotional Intelligence, Electronic Learning, Teaching Methods
Ward, Barbara – ProQuest LLC, 2017
Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend…
Descriptors: Teaching Methods, Grade 8, Reading Achievement, Literacy
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Brasseur-Hock, Irma F.; Miller, Whitney; Washburn, Jocelyn; Chroust, Alyson J.; Hock, Michael F. – International Journal for Research in Learning Disabilities, 2021
We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program's impact. We evaluated 235 students with low reading achievement…
Descriptors: Program Evaluation, Middle School Students, Reading Programs, Reading Instruction
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