Classroom Instruction that Works

Classroom Instruction that Works : Research-Based Strategies for Increasing Student Achievement

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This is a perfect resource for all educators seeking research on the best strategies for raising student achievement through classroom instruction. A guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each: Studies in effect size and percentile gain units Guiding principles for using the strategies Classroom examples of model instructional practice Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.
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Product details

  • Paperback | 192 pages
  • 200.66 x 251.46 x 10.16mm | 317.51g
  • Pearson Education (US)
  • Pearson
  • Upper Saddle River, NJ, United States
  • English
  • 0131195034
  • 9780131195035
  • 191,281

Back cover copy

This is a perfect resource for all educators seeking research on the best strategies for raising student achievement through classroom instruction. A guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each: Studies in effect size and percentile gain units Guiding principles for using the strategies Classroom examples of model instructional practice Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.
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Table of contents

List of FiguresChapter 1. Applying Research on Instruction: An Idea Whose Time Has Come Research-Based StrategiesChapter 2. Identifying Similarities and DifferencesChapter 3. Summarizing and Note TakingChapter 4. Reinforcing Effort and Providing RecognitionChapter 5. Homework and PracticeChapter 6. Nonlinguistic RepresentationsChapter 7. Cooperative LearningChapter 8. Setting Objectives and Providing FeedbackChapter 9. Generating and Testing HypothesesChapter 10. Cues, Questions, and Advance Organizers Specific ApplicationsChapter 11. Teaching Specific Types of KnowledgeChapter 12. Using the Nine Categories in Instructional PlanningChapter 13. Afterword Appendix: Conversion Table for Effect Size/Percentile GainReferencesIndexAbout the Authors
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Rating details

1,341 ratings
3.91 out of 5 stars
5 31% (421)
4 38% (506)
3 23% (306)
2 7% (89)
1 1% (19)
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