Theory of Instruction: Principles and Applications
... İsimler çocukların kelime dağarcığında yer alan en yaygın kelime türü olsa da kelime dağarcığı geliştikçe, hem miktar hem de sıklık açısından diğer kelime türlerinin de sayısı giderek artmaktadır (Caselli vd., 1999;Tardif vd., 1997;Waxman vd., 2013). İsimler, nesne sınıflarının etiketleri olarak ifade edilen kavram kategorisi içinde yer almaktadır (Engelmann & Carnine, 1991;Tuncer & Altunay, 2004). ...
... Kavram, bireylerde ortak tepkiye neden olan ilişkili uyaranlar takımı olarak tanımlanmaktadır (Özyürek, 1983). Farklı sınıflandırmaları olmakla birlikte kavramlar, karşılaştırmalı (örn, daha büyük, daha çok, daha uzak vb.), karşılaştırmalı olmayan kavramlar (örn, eğik, üstünde, içinde vb.) ve isim (örn, daire, kedi, telefon vb.) olmak üzere üç temel başlıkta ele alınmaktadır (Altunay, 2008;Engelmann & Carnine, 1991). Karşılaştırmalı ve karşılaştırmalı olmayan kavramlar tek boyutlu iken, isimler çok boyutludur (Engelmann & Carnine, 1991). ...
... Farklı sınıflandırmaları olmakla birlikte kavramlar, karşılaştırmalı (örn, daha büyük, daha çok, daha uzak vb.), karşılaştırmalı olmayan kavramlar (örn, eğik, üstünde, içinde vb.) ve isim (örn, daire, kedi, telefon vb.) olmak üzere üç temel başlıkta ele alınmaktadır (Altunay, 2008;Engelmann & Carnine, 1991). Karşılaştırmalı ve karşılaştırmalı olmayan kavramlar tek boyutlu iken, isimler çok boyutludur (Engelmann & Carnine, 1991). Kedi, köpek, top, bardak, muz gibi nesne etiketleri isimlere örnek olmakla birlikte, R sembolü ya da 10 sayısı da isim kavramlarının örneklerindendir. ...
Bu araştırmada, zihinsel yetersizliği olan öğrencilere hiyerarşik üst düzey isimlerden sebze, mobilya ve iletişim aracı kavramlarının öğretilmesinde Doğrudan Öğretim Modeli’nin etkisinin incelenmesi amaçlanmıştır. Araştırmada tek denekli deneysel desenlerden davranışlar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni, katılımcıların hiyerarşik üst düzey isimlerden sebze, mobilya ve iletişim aracı isimlerine sahip olma düzeyleri; bağımsız değişkeni ise Doğrudan Öğretim Modeli’ne göre sunulan hiyerarşik üst düzeyde isim öğretimidir. Çalışmaya hafif düzeyde zihinsel yetersizliği olan iki öğrenci katılmıştır. Çalışmanın bulguları, Doğrudan Öğretim Modeli’yle sunulan hiyerarşik üst düzey isim öğretiminin zihinsel yetersizliği olan öğrencilerin hedeflenen (sebze, mobilya ve iletişim aracı) üst düzey isimleri edinmede etkili olduğunu göstermiştir. Ayrıca katılımcıların edindikleri bu beceriyi farklı kişilere genelleyebildikleri bulunmuştur. Sosyal geçerlik bulguları, hiyerarşik üst düzey isimlerin öğrencilere kazandırılmasında bu modelin hem etkili hem de verimli bir yöntem olduğunu göstermiştir. Çalışmadan elde edilen sonuçlar, alan yazın çerçevesinde tartışılmış ve çeşitli öneriler sunulmuştur.
... Academic achievement is a crucial element of educational success and is the result of students' combined efforts, abilities, and classroom experiences, according to the findings, which are consistent with Engelmann and Carnine (2021). It encompasses a wide range of accomplishments, showing students' knowledge of several subjects as well as their cognitive capacities, socioemotional development, and overall learning advancement. ...
The main objective of the study was to describe the level of artificial intelligence on learning process utilize in educational climate considering their benefits and challenges of using AI in the teaching and learning process, awareness and perception of students toward AI in education and significance of perception and effectiveness to students and teachers in AI teaching and learning; find out the students’ academic achievement in Social Sciences’ subject and correlate the significant relationship between the artificial intelligence on learning process utilize in educational climate and students’ academic achievement. The respondents of the study were 120 students in Camiguin Polytechnic College, Balbagon, Mambajao, Camiguin Province during first semester of 2024. Random sampling was employed due to the large scope of the population to determine the students enrolled in the Social Science subject. The instrument on the level artificial intelligence on learning process utilize in educational climate was adapted from Sopera, Alaban, Briones and Magnaye (2023). For the students’ academic achievement in Social Sciences’ subject was adapted from the grading system of Camiguin Polytechnic State College. Descriptive analysis measures the level of artificial intelligence on learning process utilize in educational climate in terms of Awareness and Perception of Students toward AI in Education, Benefits and Challenges of Using AI in the Teaching and Learning Process, and Significance of Perception and Effectiveness to Students and Teachers in AI Teaching and Learning which is highly utilized, that is, great extent on the level responses of the students. It is essential to note the academic achievement of students in the Social Sciences subject based on a grading scale and corresponding frequency. The majority of students, described as "Excellent Superior." This indicates that over half of the students are performing at an exceptional level, demonstrating high academic achievement in Social Sciences. Correlation results indicated the significant relationships between different aspects of artificial intelligence utilization in the learning process and students' academic achievement. The variables include the benefits and challenges of using AI, awareness, and perception of students toward AI, and the significance of AI's perception and effectiveness to both students and teachers in the educational climate.
... This program is an adaptation of the original Proactive Reading program (Mathes et al., 2003). The program is centered on the findings by the NRP (US), National Institute of Child Health, & Human Development (US) (2000) on the five components that predict reading success (i.e., phonological awareness, alphabetic knowledge, fluency, vocabulary, and comprehension) and follows the instructional principles of direct instruction (Carnine et al., 2004;Engelmann & Carnine, 1982;Kame'enui & Simmons, 1990). A pilot study was conducted to examine the effectiveness of the PREDEA intervention program on students in kindergarten, first, and second grades learning to read in Spanish. ...
In this study, we examine the effect of an intervention on decoding strategies of monolingual Spanish-speaking, first-grade students in Spain. Participants were first-grade Spanish-speaking monolingual students assigned to one of three conditions based on their reading risk in Spain. The first group comprised normally developing readers; the second group comprised students at risk for a reading disability who received an empirically derived intervention; the third group comprised students at risk for a reading disability who received business as usual instruction. Findings suggest that students at risk for a reading disability who received the intervention scored significantly higher than students at risk who did not receive the intervention at the end of first grade. Moreover, students at risk who received the intervention moved from a sound-by-sound decoding strategy to being able to blend sounds to read a pseudoword as effectively as normally developing students. Implications for practice and future research on Spanish decoding and word automaticity are discussed.
... rate the curriculum as "Promising" and "Strong", respectively (What Works Clearinghouse, 2007). The curriculum utilizes a Direct Instruction design (Engelmann & Carnine, 2016), reported to exhibit medium-to-large effects in the literature (Adams & Engelmann, 1996;Mason & Otero, 2021;Stockard et al., 2018). ...
... Multiple studies have identified key features of effective language instruction which should be embedded in a meaningful communication context. Those components of effective instruction can be categorized under three major subheadings: (1) explicit, (2) systematic and cumulative, and (3) diagnostic (Archer & Hughes, 2010;Engelmann & Carnine, 1991;Gersten et al., 2001;RAND Reading Study Group, 2002;Rosenshine & Meister, 1994;Swanson & Hoskyn, 1998;Ukrainetz, 2015Ukrainetz, , 2016Ukrainetz, , 2017Ukrainetz & Peterson, 2021). When instruction is explicit, new concepts are taught clearly and directly, it is not assumed that students already know things that have not been taught, instruction is teacher directed with many student-teacher interactions, teaching focuses on the production of language in addition to comprehension, and the teacher models the desired responses and provides opportunities for students to practice with guided feedback and to practice independently. ...
The purpose of this three-arm randomized controlled trial was to explore the impact of multi-tiered explicit and systematic narrative language instruction on the language students are expected to understand and produce in the school setting (e.g., reading and writing). A sample of 210 kindergarten students were assigned to three conditions: treatment, active control, and no-treatment control. The treatment group received Tier 1, whole group contextualized oral narrative language instruction from their classroom teacher twice a week for 15–20 min over 14 weeks. Students who did not make adequate progress after one month of the large group instruction were assigned to receive additional 20-min Tier 2, small group narrative language intervention sessions, delivered by speech-language pathologists two times each week. The students assigned to the active control group participated in Tier 1 shared storybook reading instruction with their classroom teacher twice a week for 15–20 min. Students in the no-treatment control group participated in classroom activities that were in place at the outset of the school year. Narrative and expository language samples elicited at pretest and posttest were analyzed for several features of complex language. Results indicated that students in the contextualized narrative language group produced significantly more complex language with large effect sizes compared to the shared storybook treatment and no-treatment control groups. Additionally, gains in expository language were noted, indicating that the intervention generalized across discourse types. The findings from this study add to a meaningful corpus of research that supports the use of multi-tiered explicit and systematic contextualized narrative language instruction to increase the complexity of the language of young students, including those who are at risk for language learning difficulty.
Aligning learning outcomes with learning process is crucial in designing outcome-based education framework. Models of teaching are specific instructional strategies intended to produce specific outcomes. Different families of models of teching help a teacher to use appropriate teaching models suitable for acquiring specific outcomes. Selcetion of appropriate methods of teaching is also critical in designing a curriculum framework using OBE Methods of teaching are divided into didactic, socratic and facilitative methods considering the role of instructor and learners. Didactic methods are more teacher centric and methods like lecture, socialized recitation, advance organiszer model and story telling methods are examples of didactic methods. Socratic methods encourage teacher pupil interaction in the classroom while facilitative methods look for more role of students and teachers role as facilitator. Judicious use of different methods and models of teaching relevant to the learning outcomes ensures alignment of learning outcomes with learning process.
This chapter investigates the importance of social variety in institutional frameworks, notably in higher education, in response to the urgent societal concerns of the twenty-first century. The goal is to foster an educational environment that values, respects, and includes all students, regardless of gender, race, or socioeconomic status. The main goal is to foster an environment in which students feel both academically engaged and empowered to reach their greatest potential. This involves an equitable and inclusive teaching strategy that recognizes student's different experiences, needs, and objectives, as well as collaborative efforts from all educational partners. The goal of this research is to investigate and propose solutions to improve equity in higher education, with the ultimate goal of creating educational settings that accommodate students; with different needs. The objectives include identifying critical areas for change in present educational practices, investigating the influence of inclusive teaching methods on student success, and recommending concrete ways for institutions to implement them. The methodology used in this study is a thorough evaluation of the existing literature on diversity, equity, and inclusion in higher education. It also includes case studies and examples of how inclusive approaches have been successfully implemented in diverse educational contexts. The theoretical framework is based on social justice theories, emphasizing the significance of providing equal opportunity for all individuals in the educational system. To achieve inclusion and equity, a comprehensive approach is advocated. Strategies such as accessibility and equity initiatives, flexible and adaptable teaching methods, active student engagement, inclusive communication, diverse representation in faculty and staff, diversity training programs, fair assessment practices, and transparent admissions policies are critical. Furthermore, financial support mechanisms, mentorship and tutoring programs, diversity-sensitive orientation campaigns, and the creation of inclusive courses and programs all help to build an equal educational environment. Faculty training has been acknowledged as a critical component in ensuring that educators have the skills and understanding required to effectively implement inclusive teaching techniques. Emotional support services and accessible physical infrastructure are also critical components in meeting the different needs of students. Finally, this study calls for a comprehensive and collaborative strategy to create equitable educational settings in higher education. By implementing the recommended measures, institutions can demonstrate their commitment to promoting diversity, fairness, and social justice, thereby helping students prepare for the challenges and opportunities of the 21st century.
Employment offers many important benefits yet the majority of adults with disabilities are not represented in the workforce suggesting more research is needed on evidence-based vocational training for adults with disabilities (U.S. Bureau of Labor Statistics, 2024). The evidence base for improving current vocational training practices can be expanded through more research on fluency-based instruction and precision teaching. Precision teaching has been demonstrated to improve skill repertoires in a number of academic settings but its application for vocational skill acquisition is still emerging. The present study evaluated precision teaching as a tool to teach employment skills and extended Cohen (2005). Thus, the purpose of this study was to determine the effects of precision teaching with frequency building on the acquisition of job skills for adults with disabilities and examine the effects of training component skills using frequency building at a simulated training site on composite skill performance at the job site requiring the vocational skill. The results suggest frequency building was successful at improving vocational component repertoires. Evaluations of fluency outcomes after aims were met found degradations in participants’ component performances. Finally, maximizing the effects component skill fluency has on related composite repertoires may require composite skills to be explicitly trained.
Cooperative learning has emerged as a widely adopted teaching strategy aimed at enhancing student achievement. This approach promotes collaborative work among students, fostering both academic and social development. In this meta-analysis, we investigated the effects of cooperative learning on student achievement by synthesizing data from various empirical studies that met specific inclusion criteria. A total of 40 studies, all employing randomized controlled trials, were analyzed to determine the impact of cooperative learning on academic performance across different educational settings. The results of the meta-analysis indicate a significant positive effect of cooperative learning on student achievement. The calculated effect size was moderate (Cohen's d = 0.42), suggesting that cooperative learning is not only beneficial but also effective in enhancing students' academic outcomes across different subjects and educational levels. This finding underscores the robustness of cooperative learning as a pedagogical strategy, demonstrating its potential to foster meaningful academic progress in diverse student populations. The implications of these findings are far-reaching. From a theoretical perspective, the results reinforce the role of social interaction in cognitive development, aligning with constructivist theories of learning. Practically, the study suggests that educators should integrate cooperative learning techniques into their instructional practices to boost student performance, especially in subjects that benefit from collaborative problem-solving. Furthermore, at the policy level, the findings support the adoption of cooperative learning as part of evidence-based teaching reforms aimed at improving educational outcomes on a larger scale. However, this meta-analysis is not without limitations. The heterogeneity of the included studies-varying in terms of sample sizes, age groups, and educational contexts-poses challenges to the generalizability of the findings. Additionally, the potential for publication bias must be acknowledged, as studies reporting positive results are more likely to be published. To mitigate these limitations, future research should focus on conducting more rigorously designed studies in diverse educational settings and explore the long-term effects of cooperative learning on different student populations.
Bu bölümün amacı, eğitim psikolojisi alanının günümüz eğitim sisteminde ve öğretim süreçlerinde oynadığı kritik rolü anlamak için kapsamlı bir içerik sunmaktır. İlk olarak, günümüzde okul sistemi, öğrenme ve öğretim konularını ele alarak, çeşitlilik, teknoloji entegrasyonu, öz-yeterlik inançları ve eğitimdeki beklentiler üzerinde durulmaktadır. İkinci olarak, iyi öğretim ve öğretmenlik kavramları incelenerek, etkili öğretim modelleri ve öğretmenlerin rolü tartışılmaktadır. Üçüncü olarak, eğitim psikolojisi alanının önemi ve bu alanın öğrenci gelişimi ve öğretim stratejilerine katkısı vurgulanmaktadır. Son olarak, eğitim psikolojisinde kullanılan araştırma yöntemleri açıklanarak, bu yöntemlerin öğretim ve öğrenme süreçlerini nasıl desteklediği incelenmektedir. Bu bölüm, eğitimcilere, politika yapıcılara ve diğer eğitim paydaşlarına, daha kapsayıcı, etkili ve sürdürülebilir bir eğitim sistemi oluşturma konusunda rehberlik eden önemli bilgiler sunmaktadır.
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