The qualitative data inform those patterns with interviews of district staff regarding EL policies and interviews of teachers, principals, EL coordinators and other school staff regarding their awareness and understanding of and participation in the reclassification process, school procedures, instructional practices and rationales for student curricular placement.
These strategies were clarifying in nature or elucidated to students the instructional decisions and rationales behind course structure and activities.
The case study setting is described, to situate the discussion, and includes an explanation of the scope of the project, the nature of the instructional approach, and our rationale for materials assessment.
Orientation toward teaching The instructors' rationale behind particular instructional, curriculum, or assessment strategies.
Post-observation interviews were opportunities for each teacher to (a) relay insights and reflections about the issues and ideas that were raised by the students during the instructional unit, (b) explain the rationale behind certain activities that were chosen for the instructional unit, and (c) discuss adjustments he or she made to the lessons and the motives behind those adjustments.
The rationale for the format and instructional design are discussed in the context of learning theory.
We first give an overview of the efforts in the Netherlands to facilitate coherence between the subjects and then discuss the rationale for the choice of an instructional unit based on professional practices.
For example, TAs may have experienced credibility as they learned about the rationale and evidence base for learner-centered instructional practices (see Prince, 2004, as an example).
Here we'll talk about TIP's rationale for best practices for gifted when it comes to instructional strategies.
Most participants who discussed these practices did not provide both rationales, indicating that active-learning instructors may value the same instructional practices for different reasons.
The local instructional theory (Cobb et al., 2003), i.e., description of a learning route based on a rationale for this learning environment, is elaborated in terms of three stepping stones: namely establishment of a micro-macro link, strengthening of the micro-macro link, and integration of the micro-macro link (Fig. 2).
