Sentence examples for in instructional practices from inspiring English sources

And when it comes to innovation, research suggests that charter schools are more innovative in their efforts to use public funds to support private ventures than they are in instructional practices.

Neither focus on pedagogical knowledge nor the role of this knowledge in instructional practices and student outcomes.

These passive dissemination methods may raise awareness but are not sufficient to promote widespread and sustained change in instructional practices (Borrego et al. 2010; Lund and Stains 2015).

The intervention focused on changes in instructional practices and the school environment to affect personal, social, and environmental factors related to physical activity.

There is thus a need to better understand the variations in instructional practices and decision-making processes across a variety of STEM disciplines, and within a variety of institutions, in order for instructional reforms to be effective.

Moreover, studies have found disciplinary differences in instructional practices and ways of thinking about teaching (Lindblom Ylänne et al. 2006; Norton et al. 2005; Singer 1996), which make it challenging to generalize the findings of the physics, engineering, and geosciences studies to other disciplines where similar national studies have not yet been conducted (e.g., biology and chemistry).

The change in instructional practice undertaken by instructor M over the course of the semester is an example of a change sequence within the Interconnected Model.

The results show that relatively simple alterations in instructional practice (e.g., increasing instructional statements from once to twice per week and engaging participants in dialogue through open-ended questioning) yields a substantially enhanced learning outcome within this environment.

We suggest that because organizational memory plays a critical role in instructional practice, efforts to improve teaching and learning will need to engage or otherwise alter these organizational processes in order to meet their goals.

However, they suggested that the concept of growth networks that involve numerous connections of enactment and reflection between multiple domains (Fig. 1) would be a more effective model for representing permanent changes in instructional practice and teaching beliefs.

The purpose of this research is to describe patterns in teachers' instructional practices in eighth-grade mathematics classrooms in four countries that participated in the Trends in International Mathematics and Science Study (TIMSS) 2007 (the U.S., Korea, Japan, and Singapore), and to examine the relationship between teachers' instructional practices and students' achievement in mathematics.