Effective Instruction is unlike the usual "tips for teachers" books that quote experts and studies selected to support the author’s bias. It is a 840-page resource book that describes in plain English 21 instructional strategies proven to significantly improve student achievement. From 66 to over 550 research studies are cited to document the effectiveness of each strategy. Research results are clearly presented and referenced in detail so that anyone can verify the conclusions. The strategies are classroom tested. They can be readily incorporated in classroom instruction as well as in pre-service and in-service teacher education programs. In addition, commonly used strategies proven not to work are exposed in the book.

Distilled from thousands of research studies amassed over the last decade Effective Instruction meets the demands of the No Child Left Behind Act for instruction to be based on solid evidence instead of personal opinion, political agendas, or compelling sales pitches.

The Easy-to-Use Format
The evaluation of each strategy follows the same consistent format. The purpose is to make each description simple to read, understand, and implement. Title of Strategy
Introduction – A non-researcher’s orientation to the strategy.

Student Beneficiaries – Types of students who have benefited from the strategy and their ages or grade levels.

Learning Achieved – The learning or academic achievement enhanced by the strategy in the content areas covered.

Instructional Tactics – A summary of the tactics used to apply the strategies integrated from different research studies.

Cautions and Comments – A discussion of the constraints in applying the strategy, and comments to further clarify the presentation.

Generalizations – Highlights the essence of the strategy.

Supportive Research – A description of research studies that provide evidence supporting the validity of the strategy.

Reference List – To help you obtain additional detail and corroboration.

Table of Contents

Userís Guide
Purpose of the Handbook
The Importance of the Handbook
Who Benefits From the Handbook
Features and Focus of the Handbook
The Presentation Format
Promising Instructional Strategies
Questionable Instructional Strategies
Instructional Aids
Statistical Findings
Reference Presentations
Suggestions for Using the Handbook
Flexibility in Prescribing Instruction
Delimitations of the Handbook
Guidelines for Making Instructional Decisions
Glossary

Part I. Effective Instructional Strategies

1. Taking Student Readiness Into Account
2. Defining Instructional Expectations
3. Providing Instructional Evaluation
4. Providing Corrective Instruction
5. Keeping Students on Task
6. Maximizing Teaching Time
7. Providing Ample Learning Time
8. Providing Transfer of Learning Instruction
9. Providing Decision-Making Instruction
10. Providing Prediction and Problem-Solving Instruction
11. Providing Contiguity
12. Utilizing Repetition Effectively
13. Utilizing Unifiers
14. Providing One-to-One Tutoring
15. Utilizing Reminders
16. Utilizing Teamwork
17. Reducing Student/Teacher Ratio Below 21 to 1
18. Clarifying Communication
19. Utilizing Question and Answer Instruction
20. Utilizing Computerized Instruction
21. Utilizing Demonstrations

Part II. Instructional Alerts

22. Promising Instructional Strategies
Enlisting the Control Motive
23. Questionable Instructional Strategies
Matching Student-Teacher Field Dependent/Field Independent Cognitive Styles
Ability Grouping Students
Providing Reinforcements
Providing Whole Language Instruction
Portfolio Testing

Part III. Instructional Aids

24. Controlling Classroom Disruptions
25. Developing Teaching Proficiency
26. Preschool Instruction
27. Developing Preventive Tutoring Programs
28. Remedial tutoring Programs
29. Instructional Testing and Evaluation
30. Standards for Evaluating Curricula
31. Signs of Common Disabilities

Part IV. Statistical Findings by Chapter for Each Instructional Strategy

Part V. Detailed References by Chapter
Appendices

Index of Researchers
Subject Index
About the Authors

"I believe the book should be very beneficial to administrators and staff development personnel. It pulls together in one place all of the instructional strategies that are supported by research evidenced". Robert Stevens, Ph.D., Associate Professor of Educational Psychology, Penn State University.


"An exceptionally valuable resource. You and your colleagues are to be commended for the thoroughness with which you approached this work." Lawrence Lezotte, Ph.D., Head, Effective Schools, Ltd., Former chair. Department of Educational Administration, Michigan State University.


"The work is extraordinarily comprehensive in its treatment of the subject and will contribute significantly to the available body of research on effective instructional practices." Patricia Burns, Ph.D., Superintendent, Lancaster County School District, Lancaster, SC


"Certainly the importance of having one source for school administrators and teachers to review the instructional practices that are repeatedly supported in the literature is immeasurable. Congratulations on an impressive work." Jacqueline Jacobs, Ph.D., Professor, Educational Leadership and Foundations, Western Carolina University


"I sincerely congratulate the authors on such an outstanding product. The text was concise and easy to interpret. The book will be a valuable resource and reference." Lee Johnson, Vice President, Siena Heights University


"You have written an outstanding book, which is most practical. Educators who are striving to reach the challenges of No Child Left Behind will discover many of the answers to their questions within Effective Instruction." Arthur W Stellar, Ph.D., Superintendent of Taunton Public Schools, Taunton, Massachusetts, former CEO High/Scope Educational Research Foundation and President of ASCD

Aileen C. Lau-Dickinson has earned a doctorate in Special Education Administration, a Master's in Speech Science, Bachelor's in Speech Education. She is certified in speech correction, mental retardation, visually handicapped, speech and drama, and as a school psychologist. She has taught numerous courses in assessment. She is currently in private practice assessing and teaching students with learning difficulties. She received the Frank R. Kleffner Clinical Career Award by the South Carolina Speech - Language - Hearing Association. Dr. Dickinson has a number of publications and presentations on developmental assessment and instruction.

Myles I. Friedman is a Distinguished Professor Emeritus of Education at the University of South Carolina and former CEO of the Institute for Evidence-Based Decision-Making in Education. A renowned educator and author, his books include Rational Behavior, Teaching Reading and Thinking Skills, Improving Teacher Education, Teaching Higher Order Thinking Skills to Gifted Students, Taking Control: Vitalizing Education, Ensuring Student Success, Improving the Quality of Life, and with Steven P. Fisher, Handbook On Effective Instructional Strategies. He spent more than 30 years conducting and applying research to improve education. Dr. Friedman's Master's and Ph.D. degrees in Educational Psychology were earned at the University of Chicago.

Charles W. Hatch, current President of EDIE is also President of CWH Consulting Company, Newberry, SC. He earned the Master of Arts in Teaching at Johns Hopkins University and his Ph.D. in Educational Research and Measurement at the University of South Carolina. He has taught college courses in tests and measurement, statistics, and test preparation. Dr. Hatch has published an Introductory Handbook for Statistical Package Programming and on predicting freshman retention. He has served as a consultant on test preparation, college retention, and microcomputers and software.

Jacqueline E Jacobs is Associate Professor, Department of Educational Leadership and Policies, University of South Carolina. She has earned a Bachelor's degree in Special Education and Elementary Education, a Master's in Curriculum and Supervision, and a Doctorate in Special Education Administration. She served as a teacher and won an Outstanding Principal Award. She teaches courses in evaluation and measurement in special education. Her publications include articles on the role of the principal, reading recovery, and kids killing kids in school.

Amanda Nickerson is an Assistant Professor of School Psychology in the Department of Educational and Counseling Psychology at the University of Albany, SUNY. She has taught classes on emotion, motivation, personality development and psychopathology, and has worked in the Devereaux Day School, Downington, PA. She also received a doctoral Leadership Fellowship from the U.S. Department of Education, Office of Special Education and Rehabilitative Services. Dr. Nickerson has published on the subject of essential skills for direct care professionals, parent and peer relationships, crisis intervention, violence prevention, and has received a research grant to study intimacy and pro-social behavior in early adolescents.

Katherine C. Schnepel is a self-employed research and measurement consultant. She has earned Master's and Doctorate degrees in Educational Research and Measurement and a Bachelor's degree in Psychology. She has served as an adjunct professor in the Departments of Educational Psychology and Educational Leadership and Policy, University of South Carolina. She has made presentations on testing and measurement and mastery learning and has been employed as a research and measurement specialist at Richland School District One, Columbia, SC. Subjects she has taught include test item writing, interpreting test scores, measuring student achievement, and program evaluation.