Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior.
Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152–158.
Classwide Peer Tutoring is a powerful instructional procedure that actively engages all students in a classroom and that promotes mastery, accuracy, and fluency in content learning for students with and without disabilities. The purpose of this article is to discuss Classwide Peer Tutoring as an effective instructional procedure.
Arreaga-Mayer, C. (1998). Increasing active student responding and improving academic performance through classwide peer tutoring. Intervention in School and Clinic, 34(2), 89-94.
This study used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction.
Barbetta, P. M., Heron, T. E., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26(1), 111– 119.
The first section of this essay provides examples from reading and mathematics curricula that show experts dispensing unproven methods and flitting from one fad to another. The middle section describes how experts, for ideological reasons, have shunned some solutions that do display robust evidence of efficacy. The following sections show how public impatience has forced other professions to "grow up" and accept accountability and scientific evidence. The paper concludes with a plea to develop education into a mature profession.
Carnine, D. (2000). Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine).
The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.