Instructional Delivery

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This meta-analysis examined the effects of practice tests versus non-testing learning conditions on student performance. Research demonstrates that students who take practice tests often outperform students in non-testing learning conditions such as restudying, practice, filler activities, or no presentation of the material. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions.

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique.

This study examines the effectiveness of simultaneous prompting in teaching naming relatives to

Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.

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

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 study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields. The five factors were explored in regards to their ability to predict the outcomes. Implications for instructional communication researchers are discussed.

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. 

Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills.

This meta-analysis looks at the effectiveness of two strategies in teaching motor skills to students: practice and reciprocal. The research examined two of the 11 teaching strategies identified in Mosston’s Spectrum of Teaching Styles designed for teachers in physical education. Six studies met the criteria for inclusion in this paper. The practice strategy involves the student in the decision-making process. The reciprocal strategy assigns each learner to a specific role: One learner performs the task and the other is the observer who offers immediate and ongoing feedback using a criteria sheet designed by the teacher. At the end of the practice, the students switch roles.

The study showed a very large effect size of 1.16 for the practice strategy, and a large effect size of 0.94 for the reciprocal strategy. It would not be surprising to see these particularly large effect sizes moderated in subsequent replication studies (Makel & Plucker, 2014; van Aert & van Assen, 2018). The study confirms previous research on reciprocal teaching as an effective instructional strategy. Reciprocal teaching has been found to be a powerful strategy for teaching reading and other academic subjects. John Hattie (1995) reported an effect size of 0.74 for reciprocal teaching. The takeaway from this meta-analysis is that practice and reciprocal styles have positive effects on motor skill acquisition.

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

The purpose of this literature review is to summarize and provide a methodological analysis of studies using a differential reinforcement to reduce problem behaviors.

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. 

This article describes what communication strategies are and provides an overview of the teachability issue, discussing the arguments for and against strategy instruction, and suggests three possible reasons for the existing controversy. 

This study examines the impact of explicit instruction strategies on student mathematic performance.

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs.

The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections:(a) general principles of instruction,(b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (ie, ecological and behavioral factors) and student achievement outcomes.

This paper provides procedures for developing curriculum-based measurement systems in special education problem solving.

Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. 

This paper aim to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public-education classes in English-speaking, industrialized countries.

This study compares cognitive restructuring, response cost, or placebo control conditions to examine the impact on aggressive elementary school students.

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).

This article examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms.

This article evaluates the extent to which quantity of instruction influences time spent on self‐
study and achievement. The results suggest that time spent on self‐study is primarily a function of the degree of time allocated to instruction. 

This study examined general education teachers’ implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention.

Nierstheimer, Hopkins, Dillon, and Schmitt (2000) reported increased efficacy for elementary
preservice teachers participating in a corrective reading methods course and pre-requisite
tutoring practicum. Likewise, Haverback and Parault's (2011) investigation of two field
experiences, tutoring and observing, on elementary preservice teachers' self-efficacy
showed that both groups reported growth in reading teacher efficacy. 

The report analyzes the evidence supporting those teaching methods commonly employed to increase student competency in becoming a fluent writer. The guide is for teachers, literacy coaches, principals, districts, and curriculum developers, and other educators.

This study examines the effects of contingent teacher attention on study behavior.

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

This report and podcast examines the scientific basis for how to teach reading to children. This investigation reveals how children learn to read, emphasizing the five critical components of reading instruction. 

This meta-analysis of 51 studies identified features of study skills interventions that are likely to lead to academic success.

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.

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 research examines mathematics instruction for learners of significant cognitive disabilities. This study builds on the previous meta-analysis by Browder et al. (2008) and has added an additional 29 studies. The purpose of this literature review was to identify research of teaching mathematics skills published since 2006 and to evaluate the evidence of instructional practices used in these studies. The review also attempts to examine if any progress has been made in implementing five strands of mathematics instruction identified in the National Council for Teachers of Mathematics (NCTM; (2000) recommendations. The five strands for effective instruction of mathematics are: (1) Number and Operations, (2) Algebra, (3) Geometry, (4) Measurement, (5) Data Analysis and Probability. The criteria for quality of research developed by Horner and colleagues for single subject designed research was used to review the studies (Horner et al., 2005). These standards require that to be included in this review a minimum of five single-case studies must be conducted by a minimum of three different researchers across a minimum of three different geographical regions with no less than 20 participants be required for a practice to be considered evidence-based. The data from both reviews were combined as well as they were compared. The results show more studies since 2008 taught skills from Number and Operations, Geometry, and Algebra. Additionally, the study found that the teaching of Measurement decreased and Data Analysis and Probability remained unchanged. The systematic analysis conducted by the study of specific instructional practices found systematic instruction, in vivo instruction, system of least prompts strategy, constant time delay strategy, and task-analytic instruction met criteria for being considered evidence-based practices for teaching mathematics to learners with significant cognitive disabilities.

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

The purpose of this study is to compare high-quality reinforcers following unprompted responses (differential reinforcement) with high-quality reinforcers following both prompted and unprompted responses (non-differential reinforcement) on the skill acquisition of 2 children with autism.

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

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. 

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

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.

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

This meta-analysis of findings from 108 studies shows mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools.

in this article, the author describes the policies of precision teaching. 

The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described.

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.

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.

This study examines the effects of effective command training with teachers on students' compliance rates and academic engagement.

this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning

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. 

This paper examines the use of systematic sequence of prompt and probe trials to teach picture names to three severely retarded children.

a written guide for Active Student Response Strategies.

This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.

This is a review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension.

Improving Performance has been a pivotal book in the creation of the performance management movement by showing how to bridge the gap between organization strategy and the individual. It can be used as guide for principals to link planning to action, implementation of organization change, and offering ways to redesign processes to overcome obstacles that impede implementation.

This paper looks at the impact of using interactive teaching methods on student learning using the Force Concept Inventory (FCI) on teaching and learning of Newtonian mechanics in a Finnish High School.

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

The Bi-annual Kids & Family Reading Report on the attitudes of children and parents toward reading was released in early January 2016. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.

The Bi-annual Kids & Family Reading Report on the attitudes of children and parents toward reading was released in early January 2016. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.

This is a meta-analysis of research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement.

In 2 experiments, each involving different mathematical operations, we compared 2 training procedures for teaching component math skills in terms of their effects on the learning and long-term maintenance of composite skills.  

This best evidence research review examines the effects of between and within class ability grouping on the achievement of elementary school students.

This article reviews research on the effects of ability grouping on the achievement of secondary students.

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students.

The results of this study confirm that early literacy instruction is most effective when focused on print-to-sound relationships (phonics) rather than on meaning. The benefits of print-to-sound training were found to be superior to print-to-meaning training for these reasons: (a) Reading aloud trained words learned phonetically was faster and more accurate, (b) generalization in reading aloud untrained words was faster, and (c) comprehension of written words was more accurate earlier in learning.

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 article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were homogeneous. 

Of Edward Tufte’s books, this is the most design oriented. It provides examples using maps, charts, scientific presentations, diagrams, computer interfaces, statistical graphics and tables, stereo photographs, guidebooks, courtroom exhibits, timetables, use of color, and a pop-up to illustrate his points on the effective use of visual mediums to communicate the meaning of data and impart important messages.

This is the first book from Edward Tufte and it lays out his theories and rules that are the basis for the effective display of information and data to maximize communication.

This third book by Edward Tufte is a guide on how to more effectively communicate information visually. It offers examples of poorly presented information and the dire consequences that can result from mediocre and inadequately thought out presentations. It provides concrete samples of effective ways to present statistics and tips one can use to avoid many of the pitfalls of powerpoint presentations.

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The components of successful professional development programs are discussed and implications for teacher education are offered. 

This literature review examines the impact of various instructional methods

In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction. 

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

This paper looks at scope and sequence as essential to effective instruction Instructional.

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.