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Article
Publication date: 21 August 2023

Marc T. Sager and Jeanna R. Wieselmann

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior…

Abstract

Purpose

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.

Design/methodology/approach

In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.

Findings

Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.

Research limitations/implications

All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.

Practical implications

This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.

Originality/value

The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 28 March 2012

Laurie Elish-Piper, Susan Hinrichs, Samantha Morley and Molly Williams

Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.Design/methodology/approach – The ATIP…

Abstract

Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.

Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.

Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.

Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.

Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.

Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

Keywords

Article
Publication date: 28 March 2008

Zhonghong Wang

The purpose of the paper is to describe the Long Island University Brooklyn Campus Library's experience with a Smart Space Project. This paper recounts how the library creates new…

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Abstract

Purpose

The purpose of the paper is to describe the Long Island University Brooklyn Campus Library's experience with a Smart Space Project. This paper recounts how the library creates new instructional spaces, through the use of smart technologies. This study illustrates challenges facing the library, recounts collaboration with other campus units, and describes support service provided by Library Information Technology. This account contributes to the sharing and discussion of experiences among modern academic libraries regarding needs assessment, space planning, and utilization of technology to support library services.

Design/methodology/approach

The literature review includes space planning, building renovation and construction, and instructional technology. Various aspects of the Smart Space Project are described and analyzed. Studies and experiences from other academic libraries are also discussed.

Findings

Space renovation projects may be complex, requiring a systematic approach encompassing vision, needs assessment, funding, planning, technological considerations, and collaboration with other campus units. Creativity, flexibility, open‐mindedness, and attention to details are keys to the success of renovation projects.

Research limitations/implications

In the areas of library space, student learning behaviour, utilization of technology, and smart technology's impacts on online/distance library instruction, more research needs to be conducted.

Practical implications

This account provides useful information and first‐hand experience for library administrators and faculty planning instructional space projects.

Originality/value

This article provides a snapshot of the efforts of a mid‐sized urban library to address issues of limited space, budgetary constraints, growing collections, and increasing user needs. It provides practical lessons and suggestions for other library administrators and faculty seeking to make building and instructional technology improvements. It also offers valuable information for library information technology units implementing smart instructional projects.

Details

New Library World, vol. 109 no. 3/4
Type: Research Article
ISSN: 0307-4803

Keywords

Book part
Publication date: 8 October 2018

David Brennan and M. Elizabeth Davidson

While the important role of information literacy instruction as a central service in academic libraries is well observed in scholarly literature, there has been little examination…

Abstract

While the important role of information literacy instruction as a central service in academic libraries is well observed in scholarly literature, there has been little examination of the impact of the rapid increase of instructional duties on practicing librarians, whose traditional instruction duties have expanded or whose positions have not traditionally required leading a classroom. The study in this chapter explores librarians’ perceptions of the impact that increased instruction tasks have had on their day-to-day and long-term goals, perceptions of the support they receive in performing their instructional duties, and what types of instruction training they have received throughout their career. The ways in which the addition of instruction duties for librarians have been perceived by the librarians themselves as they strive to increase support for instructional services without impacting the library’s ability to continue to perform traditional public and technical services functions is discussed as a marker of the future needs of the field and the necessity of recognizing professional strain.

Details

Challenging the “Jacks of All Trades but Masters of None” Librarian Syndrome
Type: Book
ISBN: 978-1-78756-903-4

Keywords

Book part
Publication date: 3 February 2015

Ritu V. Chopra and Denise J. Uitto

The paradigm shift to an inclusion model of education demands strategic planning and programming by teachers to ensure individualized instruction for students with disabilities…

Abstract

The paradigm shift to an inclusion model of education demands strategic planning and programming by teachers to ensure individualized instruction for students with disabilities. Paraeducators or teacher assistants are increasingly being used in the delivery of instruction to students with disabilities; therefore, directing or supervising the work of the paraeducator is an integral part of planning and programming for inclusive classrooms. Research-based elements and components of paraeducator supervision are shared to help teachers and other professionals utilize paraeducators effectively in supporting instructional needs of students with disabilities.

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

Keywords

Article
Publication date: 24 November 2023

Thanya Kadroon

The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.

Abstract

Purpose

The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.

Design/methodology/approach

The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.

Findings

The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.

Practical implications

Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.

Originality/value

This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 26 November 2020

Anna Moni

With the increasing mobility of higher education students across the world, institutions and instructors are confronted with the need to mitigate the linguistic challenges that…

Abstract

With the increasing mobility of higher education students across the world, institutions and instructors are confronted with the need to mitigate the linguistic challenges that multilingual students face in learning advanced content in universities or colleges where English or another language is the medium of instruction. This usually pertains to students who have low competence in the language of instruction, as it is a second or third foreign language for them, hence encountering difficulties in the mastery of discipline-specific content and knowledge. First and foremost, this chapter explores the specific linguistic barriers that multilingual students encounter in this context, which relate to several elements of communicative competence in the language of instruction, while investigating empirical studies on instructional strategies for multilingual classes. Secondly, it discusses the use of Merrill’s (2013) first principles of instruction as the main framework in the design of technology-enhanced lesson plans and in the selection implementation of technology-nested instructional strategies, which can assist instructors in creating linguistically inclusive learning environments across disciplines, while maintaining high academic standards. The chapter critically addresses the use of ICT tools in supporting instructional strategies and lesson plan design to mitigate students’ linguistic difficulties with the receptive and productive language skills within discipline-specific contexts. Finally, it provides a lesson plan template and examples encouraging instructors to carefully plan and design instruction and to experiment and monitor the outcomes in their classes.

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

Keywords

Article
Publication date: 20 June 2022

Guiqing An, Yanru Chen, Yanping Fang and Jingwen Liu

Lesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the…

Abstract

Purpose

Lesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the potential to drive large-scale reform but little is known about how it does so from a district level. Therefore, this paper aims to reveal how lesson study promote district education reform.

Design/methodology/approach

This study offers an in-depth case study of how District Y of Shanghai, China, took LS as the primary method in promoting its District Project of Building Curriculum Leadership in Schools. By analyzing the key project documents and achievements in project promotion, and interviews with the major Project leaders at District and school levels, this study explored the practice and impact of LS as a tool to promote district reform.

Findings

In the District Project, LS has been a medium to address each individual school's real problems of practice and turn them into reform vision and reform will in alignment with District goals. Five levels of school curriculum texts have been planned, designed, translated, implemented, reflected on, updated and mutually adjusted systematically through LS to ensure consistency in transforming District reform vision into classroom practice. Different models of teaching-research community building were found in sampled project schools and professional expertise was built with district support to promote reform. The curriculum leadership development through LS has shaped reform leader schools and formed a collection of LS exemplars circulated in schools as high-quality curriculum packages, which laid the foundation for district-wide reform.

Originality/value

The innovative practice of LS in China's education reform has expanded its reach from within one classroom to the entire district curriculum system and made it an important tool to drive large-school district-based education reform.

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 14 December 2020

Meghan McGlinn Manfra and Jeffrey A. Greiner

The C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and…

Abstract

Purpose

The C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.

Design/methodology/approach

In this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.

Findings

Based on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.

Originality/value

This study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.

Details

Social Studies Research and Practice, vol. 16 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 12 March 2021

Karyn A. Allee-Herndon, Annemarie B. Kaczmarczyk and Rebecca Buchanan

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their…

Abstract

Purpose

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.

Design/methodology/approach

This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.

Findings

Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.

Originality/value

Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.

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