We took time from our research to publish texts that will enable teachers to raise student achievement: Developing Teaching Effectiveness and its companion Instructor’s Manual. Competitive texts claim that the teaching strategies they recommend are research-based, but often very little research is cited to back their claim. The effectiveness of each of the 21 teaching strategies in Developing Teaching Effectiveness is confirmed by from 66 to over 578 research studies that are referenced. Numerous examples of applications of each strategy are provided as well as practice exercises and a self-administered quiz with answers to facilitate understanding. The Instructor’s Manual contains aids and assessment instruments.

User's Guide

Audience

Purpose

Organization

Table of Contents

Guidelines for Making Instructional Decisions

Glossary

1. 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 Unifers

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

II. Instructional Aids

22. Controlling Classroom Disruptions

23. Preschool Instruction

24. Enlisting Student Motivation

Appendix: Quiz Keys

About the Authors

Instructor's Guide

Instructor's Resources

Guidelines for Developing a Syllabus

Test Item Pool

Multiple-Choice Test Items for the 21 Effective Instructional Strategies

Multiple-Choice Test Items that Assess Multiple Strategies

Match Item Types

Sequencing Item Types

Term Paper Specifications

Term Paper Instructions

Term Paper Scoring Criteria

Teaching Observation Instrument

Observer Instructions

Scoring

Observations

References

Please consider these endorsements from respected educators.

• "Never before has a professional development textbook explained as many different teaching strategies proven to increase student achievement. It pulls together in one place all of the instructional strategies that are supported by research evidence." Robert Stevens, Ph.D., Associate Professor of Educational Psychology, Penn State University
  
  
• "Best wishes on a job well done. I am confident that there is a need for the text and instructor’s manual." Jacqueline E. Jacobs, PhD., Professor and Department Head, Department of Educational Leadership and Foundations, Western Carolina University
  
  
• "Comprehensive, well thought out, well organized, and clear…I think the text and the manual will be very helpful to teachers as tools for professional development." Patricia Burns, Ph.D., Superintendent, Lancaster County Schools, South Carolina

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.

Diane Harwell, Ph.D., has an earned educational specialist degree and doctorate in Educational Administration from the University of South Carolina and Bachelor’s and Master’s degrees in English. She presently serves as Clinical Associate Professor in the Department of Educational Leadership and Policies, University of South Carolina. During her 40 years in education, she has served as teacher, assistant principal, district consultant for curriculum and instruction, and coordinator of school improvement, professional development, and leadership training at the South Carolina Department of Education. She serves as a consultant to help schools improve their instructional programs and teachers enhance their teaching skills.

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.