Sentence examples for practice of instructional from inspiring English sources

This instrument may contribute to mitigating the theory-practice gap in the effective practice of instructional strategies and can provide insight into how teachers perceive the frequency in which they use instruction strategies when considering demographic data.

The study tries to explore the practice of instructional leadership among principals, based on four dimensions, being i) define and establish school goals, ii) manage instructional program, iii) promote learning environment and iv) create friendly and cooperative school environment.

However, merely a re-ordering of the teaching and learning activities is insufficient to represent the practice of this instructional approach.

The focus of this research was on developing a deeper understanding of the types of instructional practices, particularly practices supporting conceptual understanding, used by U.S. teachers compared to teachers in a subset of higher-performing East Asian countries, and to examine whether those instructional practices were related to students' mathematics test scores.

The overall focus of the study was to map and model the logic of pedagogical instruction, the intellectual quality of knowledge work in classrooms, and the impact of instructional practice on student achievement while controlling for student and family characteristics.

Vague instructional format Forms of instructional practice described broadly or vaguely and not described by another code.

As such, their work builds on a growing consensus that teachers' learning should be situated within the artifacts of instructional practice (Ball & Cohen, 1999; Borko et al., 2008).

While how the listening instruction was delivered was affected by teachers' pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents' and students' expectations.

The phenomenon we are after is the collective resources that professionals who teach geometry use when observing students' work on conjecturing tasks - we elicited that data by listening to groups of teachers who were prompted to talk by a representation of instructional practice (Herbst and Chazan, 2011b) in which students were making and discussing conjectures.

While several studies have linked overall measures of the quality of instructional practice (such as standardized teacher evaluation ratings) to student test scores (Borman and Kimball, 2005; Heneman et al., 2006; Holtzapple, 2003; Kimball et al., 2004; Milanowski, 2004), other studies have found no such connections (e.g., Gallagher, 2004; Rowan et al., 1997; D'Agostino, 2000).

This paper describes how the theoretical relationships between certain features of instruction and the cognitive capacities of learners can be expressed formally, and how the resulting model can help gain insights into the learning dynamics that arise from these relationships, providing a new aid for research, teaching and practice in the field of instructional design.