Quantity Of Instruction

This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools.

Examined relationships between and among teachers' and students' sense of efficacy, thinking skills, and student achievement.  Teachers were interviewed at the beginning and end of the year. Relationships among student thinking, efficacy, and achievement were clearly demonstrated.

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.

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.

What is the relationship between instructional time and student achievement—that is, does increasing instructional time increase achievement?

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

The Early Start Denver Model (ESDM) has been gaining popularity as a comprehensive treatment model for children ages 12 to 60 months with autism spectrum disorders (ASD). This article evaluates the research on the ESDM through an analysis of study design and purpose; child participants; setting, intervention agents, and context; density and duration; and overall research rigor to assist professionals with knowledge translation and decisions round adoption of the practices.

This book delivers teaching practice highlights and some strategies introduced in schools to give educators, evaluators, and researchers comprehensive evidence found on the best instructional strategies schools could use to improve student outcomes significantly.

This paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures. 

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

In this study, the note-taking skills of middle school students with LD were compared to peers with average and high achievement. The results indicate differences in the number and type of notes recorded between students with LD and their peers and differences in test performance of lecture content.

This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability.

This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda

A meta-analysis of the distributed practice effect was performed to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles.

The author argues that there is a body of evidence that shows quite clearly how to teach so that students will learn far more than they are learning today. This reader-friendly volume provides evidence-based principles of effective teaching.

The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress. 

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. 

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures.

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

The findings presented in this book are based on an analysis of 57 research studies concerned with the relationship between one or more of the educational time factors cited above and the student outcomes of achievement and attitudes. Twenty-nine are primary sources (studies or evaluations) and 28 are secondary source (reviews, syntheses, and meta-analyses).

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice.

The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.

This meta-analysis reviews 63 studies on the relationship between conditions of massed practice and spaced practice with respect to task performance, which yields an overall mean weighted effect size of 0.46.

Results from a metasynthesis of the relationships between 14 different types of preservice
teacher preparation practices and teaching quality, preschool to university student
performance, and university student and beginning teacher belief appraisals are reported.
Each type of preservice practice (eg, course-based student learning) included different kinds
of instructional methods (eg, problem-based learning, inquiry-based learning, and project-
based learning).

The language of life as well as of science in attributing a memory to the mind attempts to point out the facts and their interpretation 

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.

This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.

This evidence on effective literacy teaching, which includes small group instruction, differentiation, and a response to intervention, presents a challenge for many teachers and schools.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

This meta-analysis examined the impact of lecturing as compared to active methods of instruction on learning and course performance. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies).

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con

The first portion of this article describes the development and validation of a classroom observation measure. The goal of the measure was to assess the quality of reading instruction provided to first-grade English learners.

Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. 

This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.

The purpose of this study was to evaluate the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on student participation and ontask behavior in preschool children with attending problems. 

This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.

A brief perspective is offered on the development and validation of one enabler—engagement in academic responding—and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Title 1 elementary schools to improve instruction.

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

This paper examines the combined effects of overall turnover and the quality distribution of teacher transitions for a large, urban district in Texas with special emphasis on nonrandom sorting of students into classrooms, endogenous teacher exits, and grade-switching.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. 

This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

The purpose of this article is to examine research on the effectiveness of guided notes. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores.

This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.

ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.

This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.

This paper briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.

This book for teachers in the area of Special Education looks at highly effective, research-based practices described in a very step-by-step, applied manner.

There are numerous practical strategies for increasing active student response during group instruction. One of these strategies, Choral Responding, is the subject of this article. 

This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. 

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.

The nature of effective instruction for students with specific learning disability is explored.

The purpose of this article is to provide teachers with several suggestions for creating and using guided notes to enhance other effective teaching methods, support students’ studying, and promote higher order thinking.

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. This study investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities.

This paper provides a review of the theoretical discussions and practical studies relating to fluency instruction and reading development.

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.

A study of 27 promising programs reveals 8 common reasons that educational innovations fail, including disenchanted practitioners; departure of innovation supporters; lack of personnel training; disappearing funding; inadequate supervision; and lack of accountability, administrative support, and termination consequences. Innovations succeed by avoiding overload, complementing school mission, and securing board approval

Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.

The overall effects of cues, participation, and corrective feedback on classroom learning are estimated. The constancy of effects of these instructional qualities were explored across characteristics of students, and educational and contextual conditions. The results confirm the Dollard-Miller-Carroll-Bloom theory that has evolved during the past four decades. 

This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.

This programed text includes a self-test of its contents and demonstrates hoe to specify instructional objectives by behavior observable in a leraner, and how to write objectives, define desired terminal behavior, and state criteria of successful learning. 

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. 

Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. 

This is a study of classroom management on student engagement and achievement.

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied

Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.

This article presents findings from the authors' exploratory study of 12 instructionally effective
school districts (IESD) in California. 

The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. 

The National Assessment of Educational Progress (NAEP) is a national assessment of what America's students know in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.

The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. 

a written guide for Active Student Response Strategies.

The effects of active participation on student learning of simple probability was investigated using 20 fifth-grade classes randomly assigned to level of treatment. t was concluded that active student participation exerts a positive influence on fifth-grade student achievement of relatively unique instructional material.

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

The authors extend Mangan's account of fringe consciousness by discussing their work on processing experiences. This research shows that variations in speed at different stages of perceptual processing can jointly contribute to subjective processing ease, supporting Mangan's notion that different mental processes condense into one subjective experience.

This article discuss about automaticity theory and attempt to do 2 things: 1. describe automaticity theory and its practical applications; and 2. explain some of the new ideas about automaticity. 

Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. And it vividly contrasts with student-centered or constructivist approaches in establishing a leadership role for the teacher

n the before-times, one of the hallmarks of spring for parents, students and teachers was the ramp-up toward federally mandated standardized tests. COVID-19 had something to say about that last school year, and in mid-March, the U.S. Department of Education granted states a blanket exemption from standardized testing.

Replication has taken on more importance recently because the ESSA evidence standards only require a single positive study. To meet the strong, moderate, or promising standards, programs must have at least one “well-designed and well-implemented” study using randomized (strong), matched (moderate), or correlational (promising) designs and finding significantly positive outcomes. 

A commentary on: Retrieval practice protects memory against acute stress

The purpose of this study was to examine academic responding and its associated instructional correlates for students in title I and non Title I school program

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

This reviews looks at the issue, do longer school days and longer school years improve student achievement?

This reviews looks at the issue, do longer school days and longer school years improve student achievement?

Active Student Responding (ASR) is a strategies that designed to engage all students regardless of class size. ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.

This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools. 

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.

The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction

Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. . This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.

This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.

A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. 

This is a meta-review and synthesis of the research on the variables related learning.

On the one hand, it seems obvious that practice is important. After all, "practice makes perfect." On the other hand, it seems just as obvious that practicing the same material again and again would be boring for students. How much practice is the right amount?

The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.

This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.

In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation in school start dates, and trends in school day and year length.

This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanism that affect engagement and lead to alienation from instruction - the dissociation between students' physical presence in academic classes and their thoughts while in class. 

This second edition includes an expanded set of classroom observation tools, moving from 23 to 40 and more linkages to the job-embedded nature of the informal classroom observations.