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Author: Jean Stockard Publisher: Rowman & Littlefield ISBN: 1498588476 Category : Education Languages : en Pages : 311
Book Description
Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
Author: Jean Stockard Publisher: Rowman & Littlefield ISBN: 1498588476 Category : Education Languages : en Pages : 311
Book Description
Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
Author: Willis Lemon Uhl Publisher: ISBN: Category : Literary Criticism Languages : en Pages : 408
Book Description
Every supervisor and teacher of reading and literature is required to select and organize content for courses. Even if a course of study is uniform for a city or state, the successful teacher must supplement and reorganize the prescribed content the meet the needs of a specific class. The purpose of this book is to facilitate such selection and organization by presenting an interpretation of the experiences of thousands and teachers and the conclusions of many investigators. This book is intended for all teachers and prospective teachers of reading and literature.
Author: Lauren Leslie Publisher: Good Year Books ISBN: Category : Education Languages : en Pages : 342
Book Description
An individually administered informal reading inventory designed to provide diagnostic information about conditions under which students can identify words and comprehend text successfully, and conditions that appear to result in unsuccessful word identification, decoding, and/or comprehension.
Author: United States. Congress. House. Committee on Education and Labor. Ad Hoc Subcommittee on De Facto School Segregation Publisher: ISBN: Category : Discrimination in education Languages : en Pages : 848
Author: Jean Stockard
Author: Jean Stockard
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Author: 
Author: Willis Lemon Uhl
Author: Emmett Albert Betts
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Author: Siegfried Engelmann
Author: United States. Congress. House. Committee on Education
Author: Lauren Leslie
Author: United States. Congress. House. Committee on Education and Labor. Ad Hoc Subcommittee on De Facto School Segregation