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Formal instructional design (ID) theories, intended to guide instructional designers' decision-making and design practices, have grown in abundance in recent years. These ID theories are based on learning theories that form the foundation for applied work in the field. However, researchers are concerned that these theories may not be applicable to the day-to-day practice of instructional designers. While some studies investigate the application of ID process models, studies of learning theory and ID theory in practice are rare. Consequently, there is little information about the nature and extent of the gap between our field's theory and its practice. This qualitative study investigated whether theory is actually being used by practicing instructional designers and why. Researchers interviewed seven practitioners on three occasions and examined the artifacts of their work. Drawing upon hermeneutic, phenomenological, and ethnographic traditions of inquiry, results were analyzed, generating eight themes and four suggestions. These themes highlighted that these practitioners generally valued learning and ID theory, but also found theoretical ideas from other disciplines applicable. Few referenced theory regularly and most did not spend much time updating themselves on the theory of the field. Most said they rely on intuition to make design decisions in their work, and that theory is one among several significant influences that impact their decisions. Most said that their training in theory would have been more useful if it was more practice oriented. The four suggestions were (a) to create reference implementations of new theories in multiple context via industry partnerships, (b) to create theories that adapt to practical pressures, (c) to allocate significant time for learners in ID training programs to apply theory in practical settings under expert theoretical guidance, and (d) to expand professional development opportunities for practitioners that focus on exemplary implementations of theory in practical settings. The overarching implication of this study is that the relevance of theoretical work to practitioners is directly impacted by the practicality of the theory in the hands of typical practitioners and that more measures can be readily implemented by theorists and by those who train and mentor practitioners to bring this about.

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<p> A mini-economy is an ongoing classroom project in which elementary school students apply for jobs, receive simulated income, go shopping at the classroom store, and ultimately create their own businesses. This study uses design-based research methodology to find out what classroom practices emerge when the College, Career, and Civic Life Framework for Social Studies State Standards (C3 Framework) (National Council for the Social Studies, 2013) is used by elementary teachers as the basis for instruction in the context of a classroom mini-economy, and how analysis of those practices can be used to improve instructional design. Design-based research seeks to simultaneously create and analyze teaching materials, with the purpose of improving both the materials themselves and the research literature on which the materials are based. In this case, the goal of the teaching materials was to improve the authenticity and rigor of the teacher-participants&rsquo; classroom mini-economies. Therefore, the study draws upon research literature in Authentic Intellectual Work, as well as inquiry teaching in social studies, particularly in economic education. </p><p> Authentic Intellectual Work (AIW) is a way to think about curriculum, instruction, and assessment. It seeks &ldquo;to identify some kinds of intellectual work as more complex and socially or personally meaningful than others&rdquo; (King, Newmann, &amp; Carmichael, 2009). It consists of construction of knowledge, disciplined inquiry, and value beyond school (Scheurman &amp; Newmann, 1998). Inquiry teaching in social studies has taken many forms, most currently in the C3 Framework, which was the approach used in this study. The C3 Framework conceptualizes inquiry as &ldquo;the disciplinary concepts and practices that support students as they develop the capacity to know, analyze, explain, and argue about interdisciplinary challenges in our social world&rdquo; (National Council for the Social Studies, 2013, p. 6). Classroom mini-economies in particular fall within the realm of the social science of economics, so the study pays special attention to the literature on K-12 economic education. </p><p> The study reveals ways in which teachers were able to use the C3 Framework to build authenticity in the mini-economy, though it also reveals that teachers were willing to dilute the quality of the inquiry process when it fit with their larger goals. The findings suggest that inquiry as conceived in the C3 Framework can be used as a powerful tool for equipping students for an increasingly complex social world. However, the inquiry process is at its best when lesson materials that use it are carefully designed to meet teachers&rsquo; desires to provide interdisciplinary and real-world experiences for their students.</p>

<p>Education today needs to be different than the education that has been prevalent in U.S. public schools for generations of students, in part because of the rapid rise of technology in recent years. Students need to be able to employ 21st century skills in today&rsquo;s workforce. The current study&rsquo;s purpose was to measure the educational impact of Project Based Learning (PBL) in eighth grade social studies on students&rsquo; academic achievement, attendance, and discipline in a north Texas School district. The researcher analyzed historical State of Texas Assessment of Academic Readiness (STAAR) data, attendance data, and discipline data housed in the Public Education Information Management System (PEIMS). Achievement results were measured using scale scores from the STAAR eighth grade social studies, reading, and mathematics tests. The groups (PBL and nonPBL) were then compared using independent sample t-tests and a series of MANOVA tests to compare the specific objectives within the subject tests. The results of the study indicated that PBL students performed better on the STAAR social studies test and all four of the social studies objectives tested by STAAR than nonPBL students. Attendance and discipline rates were then compared using independent sample t-tests. </p><p> The results showed that PBL students do not have higher attendance rates and lower discipline rates than students in nonPBL settings. Recommendations made by the researcher related to further expansion of PBL within social studies and science classrooms in the District as well as additional research opportunities. </p><p> <i>Keywords</i>: project based learning, accountability, student engagement, student attendance, student discipline, student achievement, 21st century skills </p>

Due to the long-duration and long distance nature of future exploration missions, coupled with significant communication delays from ground-based personnel, NASA astronauts will be living and working within confined, isolated environments for significant periods of time. This extreme environment poses concerns for the flight crews' ability to maintain cohesiveness and teamwork. If teamwork behaviors (i.e., communication, coordination, and collaboration) and cohesion are impacted, the mission success and crew safety can be threatened. Teamwork training is critical to ensuring that team cohesion and performance are maintained. Yet, delivering this training is challenging, as spaceflight crews are geographically dispersed across the globe and often train on different schedules. Designing and implementing an eLearning teamwork skills training, which can be delivered asynchronously, is a valuable and necessary initiative. However, questions remain regarding the most effective strategies, sequence and scope for team training. This design-based research constructed and validated a computer-based instructional unit for teamwork skills training, using the educational research and development model. The unit was validated through a formative evaluation process consisting of preliminary and main field-testing. The testing utilized an expert review methodology in which teamwork training subject matter experts at NASA, instructional designers and trainers at NASA, and experts on the astronauts at NASA evaluated the prototype. Upon analyzing the results and feedback, revisions were made to the prototype. The overall results of the data collection stages of the process indicate that a relevant, beneficial and potentially effective teamwork skills training unit was created. The educational research and development process resulted in the development of a teamwork skills training program that is ready for operational testing and dissemination. Additionally, a detailed example of adherence to instructional design principles and processes is provided.

The instructional design theory-practice gap is a recognized problem within the research literature. Emphasis on studies that aim to identify how instructional design theories and models are applied in everyday practice has shed light on the need for further investigation into instructional designers' decision-making processes. In particular, given the pervasiveness of computing technology in education, it is important to understand what role technology plays in the design of instruction in higher education settings. The goal of this research was to explore the theory-practice gap in instructional design decision-making within the context of designing technology-enhanced instruction in higher education and determine what can be learned from other design disciplines that will inform the development and refinement of instructional design theories and models. In this qualitative research study, the researcher collected and analyzed data from a web-based questionnaire and follow-up phenomenological interviews. Data analysis employed the use of both content analysis of the questionnaire responses and interpretative phenomenological analysis of the interview transcripts. Findings indicate that instructional designers' decision-making processes are influenced by several factors during the design process. Designers view the roles differently, depending on their position within the design process. Furthermore, concepts of design decision-making which have been contributed to architectural design can be applied to how instructional designers practice. Finally, while technology is an integral part of online course design, its perceived role is dependent on the position of the designer within the designer process. The results build on previous research in the area of instructional design, and add to the body of knowledge about how designers think when making design decisions, as well as, and the role which technology plays in these decisions. Themes uncovered in this study identified specific areas for further study which will help researchers and practitioners connect existing instructional design theories and models to current practices.

<p> Reading proficiently opens doors to college and career pathways. The success of children depends on this fundamental skill, yet students are failing to learn to read. This research investigated the relationship between teacher knowledge of phonemic awareness and the development of early literacy skills in kindergarten students. The study was conducted in a suburban school district of more than 20,000 students. This study sought to identify a kindergarten teacher profile linked to positive student achievement growth in phonemic awareness. Kindergarten student data was collected from 1,258 kindergarten students in 57 classrooms from 21 different elementary schools. Participants ranged between 5 and 7 years old who attended full-time kindergarten classes. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next Edition, 2011) assessment was used to collect kindergarten student data on the First Sound Fluency measure. Kindergarten classroom teachers were assessed on their knowledge of phonemic awareness. The results of this study demonstrated a general lack of knowledge about phonemic awareness by kindergarten teachers, however, no clear kindergarten teacher profile correlated to student performance on the phonemic awareness measure. Findings may be useful when identifying effective instructional materials for teaching phonemic awareness to kindergarten students. A possible explanation for increased levels of student achievement may be the degree to which the kindergarten teacher utilized the provided phonemic awareness instructional materials. Recommendations for future studies include investigation into the relationship between the use of phonemic awareness instructional materials with fidelity and kindergarten student achievement. </p>

<p> Faculty-designers (educational professionals untrained in instructional design) have emerged as critical components in development of online courses and a need has arisen to ensure that faculty-designers possess appropriate skills and competencies to maintain quality of online courses.</p>

<p> Passage of the Post-9/11 Veterans Educational Assistance Act of 2008 resulted in a dramatic increase in the number of combat-experienced veterans enrolling in institutions of higher learning. While these student-veterans bring unique perspectives to the classroom, they also face many challenges to their educational pursuits. Few educators are aware of how the effects of trauma or recalling combat experiences might support or hinder adult learning in the cognition, emotion, and social dimensions of learning. This qualitative multiple case study explored how combat experiences supported or hindered learning by graduate-level student-veterans within the content of the curriculum, as an incentive to learn the content of the curriculum, and for facilitating social interactions within the learning environment. Semi-structured interviews described how student-veterans perceived the use of their combat experiences within these three dimensions of learning. Ten purposefully drawn participants from graduate-level student-veteran volunteers attending the U.S. Army Command and General Staff College (CGSC) at Fort Leavenworth, Kansas described a variety of military and educational experiences. Data were analyzed and coded using qualitative data analysis software to reveal themes within the perceptions of the participants and across participant cases. All participants described how their combat experiences supported their learning; eight of 10 described how their combat experiences hindered their learning. Themes supported the theoretical proposition that combat experiences could support student learning through the cognitive, emotional, and social interactions of student-veterans with the curriculum and other students. Participants also described how combat experiences and the military lifestyle could hinder learning in all three dimensions suggesting educators should consider adjusting instructional approaches for some student-veterans. Negative cases to the themes were reported. The study added to an understanding of Illeris' learning theory and the application of contemporary adult education models with graduate-level student-veterans. Recommendations for use of the findings in the classroom were made. Proposals for further research included case studies of student-veterans who have experienced flashbacks during instruction, student-veterans at the graduate and undergraduate level for further comparison, and other traumatized student groups such as law enforcement, medical, and first responders.</p>