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					<h1 class="lato">EDIE <span class="blue">INSTITUTE</span></h1>
					<h2>The Institute for Evidence-Based Decision-Making in Education</h2>
					<h3>A nonprofit corporation providing the evidence educators need to make informed decisions.</h3>
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			<h1>Ensuring Student Success: A Handbook of Evidence-Based Strategies</h1>
			A 259-page 7&quot; X 10&quot; hardcover. ISBN 0-9666588-1-7</TD>
			
			Ensuring Student Success helps you employ tested strategies to deliver the education that makes <i>all students achievers.</i></p>
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				<ul>
					<li><a href="#ov">Overview</a></li>
					<li><a href="#toc">Table of Contents</a></li>
					<li><a href="#rev">Book Reviews</a></li>
					<li><a href="#auth">About The Author</a></li>
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				<div id="ov">
					<p><i>Key finding: All but the most psychologically handicapped
					students are able to achieve all of the learning objectives pursued through high
					school. The difference among students is the amount of instruction they may require
					to achieve the objectives. <BR>
					</i>(Block and Anderson, 1975 ; Bloom, 1968) <BR>
					<BR>
					<B>How <i>Ensuring Student Success </i>is organized </B><BR>
					<BR>
					The book is divided into two parts: <BR>
					<BR>
					<B>Part 1, Key Issues,</B> defines and clarifies critical issues and problems that
					need immediate attention. It then presents a fresh approach to a solution that can
					be applied within existing educational practices. <BR>
					<BR>
					<B>Part 2, Prescriptions,</B> sets forth specific effective strategies to improve
					the effectiveness of your school.</p>
					<ul>
						<li>Instructional strategies that research shows to be effective
						in increasing academic achievement - and that can be incorporated easily into ongoing
						instructional programs
						<li>How to implement corrective tutoring
						<li>Strategies students can be taught to enable them to learn
						without instruction
						<li>Identification of school factors that research shows impede
						instruction and learning
						<li>Methods that have been proven effective in improving academic
						achievement in preschoolers
						<li>Teaching students to innovate to advance knowledge, consumer
						products, the standard of living , and the quality of life
					</ul>
					<p>The variety of prescriptions enables educational institutions
					to plan their own programs, incorporating and combining the strategies that serve
					their purpose and accommodate local constraints.</p>
					<p>
		<HR>
		 <BR>
					<BR>
					<B>Instructional Strategies presented in an easy-to-use format</B>
					<ul>
						<li>Title of Strategy
						<li>Brief Orientation (With number of studies supporting the
						effectiveness of the strategy)
						<li>Instructional Tactics for administering the strategy
						<li>Illustrations of Applications (These are provided to elaborate
						the use of the strategy and include everyday applications, instructional applications,
						and subject area applications)
						<li>References (To obtain additional detail)
		</ul>
				</div>
				<div id="toc">
					<B>I. Key Issues</B><BR>
					<BR>
					1. Education' s Crucial Challenge<BR>
					<BR>
					&middot; Student Deficiency <BR>
					&middot; Education and the American Way<BR>
					<BR>
					2. Meeting The Challenge<BR>
					<BR>
					&middot; What Can Be Done? <BR>
					&middot; What Kind of Instruction is Needed Most?<BR>
					&middot; Basing Education Decisions on Evidence<BR>
					<BR>
					<B>II. Prescriptions</B><BR>
					<BR>
					3. Implementing Corrective Tutoring<BR>
					4. Making instruction Effective<BR>
					<BR>
					&middot; Defining Instructional Expectations<BR>
					&middot; Taking Student Readiness into Account<BR>
					&middot; Preparing Effective Instruction Evaluation<BR>
					&middot; Providing Corrective Instruction<BR>
					&middot; Providing Contiguity<BR>
					&middot; Utilizing Repetition Effectively<BR>
					&middot; Clarifying Communication<BR>
					&middot; Providing Subject Matter Unifiers<BR>
					&middot; Keeping Students on Task<BR>
					&middot; Providing Ample Teaching Time<BR>
					&middot; Providing Ample Learning Time<BR>
					&middot; Utilizing Reminders<BR>
					&middot; Providing Transfer of Learning Instruction<BR>
					&middot; Providing Decision-Making Instruction<BR>
					&middot; Facilitating Teamwork<BR>
					<BR>
					5. Promising and Generic Instruction Strategies<BR>
					<BR>
					&middot; Enlisting the Control Motive<BR>
					&middot; Providing Prediction and Problem Solving Instruction<BR>
					&middot; Learning for Mastery<BR>
					&middot; Direct Instruction<BR>
					&middot; Success for All<BR>
					&middot; Accelerated School Programs<BR>
					&middot; The CABAS Program<BR>
					&middot; New Mexico Collaborative for Excellence in Teacher Preparation (CETP)<BR>
					&middot; Discovery<BR>
					&middot; Mathematics and Science Teacher Education Program (MASTEP)<BR>
					<BR>
					6. Empowering Students to Learn on Their Own<BR>
					7. Preventing Impediments to Learning<BR>
					<BR>
					&middot; Student/Teacher Ratio<BR>
					&middot; Controlling Classroom Disruption<BR>
					&middot; Reducing School Violence and Crime<BR>
					&middot; Reinforcement<BR>
					&middot; Ability Grouping Students<BR>
					&middot; Whole Language Instruction<BR>
					&middot; Teacher Characteristics<BR>
					<BR>
					8. Effective Preschool Instruction<BR>
					<BR>
					&middot; Effective Preschool Instructional Strategies<BR>
					&middot; Summaries of Exemplary Preschool Research on Instructional Strategies<BR>
					<BR>
					9. Teaching Students to Innovate<BR>
					<BR>
					<B>Appendix:</B> Statistical Data Supporting Conclusions of Preschool Research<BR>
					<BR>
					Index of Researchers<BR>
					<BR>
					Subject Index
				</div>
				<div id="rev">
					&quot;Ensuring Student Success</B> provides an excellent resource to educators serving
								in every role. Even non-educators who want to devote energy to improving student
								achievement will find this book to be a thoughtful read. Myles I. Friedman's approach
								satisfies the logical, rational and sequential thinker. His work is founded on solid
								scientific reasoning for decision making in education. The logical writing sequence
								serves to define issues and problems followed by an analysis of them. Friedman, a
								retired education professor in South Carolina, describes necessary interventions,
								which include corrective tutoring, effective instructional strategies and empowering
								students with strategies for self-teaching.&quot;</i><BR>
								<BR>
								<i>&quot;The work concludes with information on preventing impediments to learning,
								the benefit of effective preschool instruction and the benefit of teaching students
								to innovate. Friedman offers a comprehensive approach to improved learning. The book
								delves into key issues facing all citizens and professionals. School violence, teaching
								techniques, class size, disruptions and ability grouping are included among the factors
								affecting student learning and school culture. The book belongs on the reading list
								of conscientious citizens and educators interested in research and data - driven
								reform. My copy has become a regular reference source.&quot; - </i><B>Joseph W. Rudnicki,
								Superintendent, Sunnyvale School District, Sunnyvale, California</B> <BR>
								<BR>
								<i>&quot;The chapters describing how to change practice in accordance with evidence
								are great. I like the book because it puts a fresh and refreshing spin on the goal
								of student improvement: increasing student success, especially defined as increasing
								the number of students who master high school objectives.&quot; </i>- <B>Dr. Lawrence
								Lezotte, school improvement leader. Head of Effective Schools Ltd.</B> <B>Former
								Chair, Department of Educational Administration, Michigan State University</B><BR>
								<BR>
								<i>&quot;The book seems relevant and a useful guide for decision-making. I think
								you have attempted a bold and complex task in drawing together large bodies of work
								to address the problem of enhancing student success in school.&quot;</i> -<B> Dr.
								Carolyn Evertson, Peabody College, Vanderbilt University <BR>
								<BR>
								</B><i>&quot;Discussing how American values can stand in the way of successful schools
								is a novel and effective approach... I concur completely with your premise that the
								only way to ensure student success is to implement educational practice that research
								shows to be effective.&quot;</i> - <B>John Anderson, Vice Chairman of New American
								Schools </B><BR>
								<BR>
								<i>&quot;Friedman has done us a service.&quot;</i>- <B>Arnold F. Fege, President/
								Public Advocacy for Kids </B><BR>
								<BR>
								<i>&quot;...Friedman has a plan to fix American education. Our present system allows
								far too many student deficiencies, he contends, which contribute to a multitude of
								social ills. His solution is to improve teaching effectiveness. He thus advocates
								corrective instruction by individualized attention, with teachers evaluating students
								according to whether they have achieved &quot;mastery&quot; or &quot;not yet&quot;...&quot;
								<BR>
								<BR>
								&quot;According to this method, advancement would only follow mastery, and teachers
								would have the authority to make educational decisions based on research evidence.
								Prescriptive teaching strategies and tactics cover a wide range of recommendations,
								including instructional expectations, evaluations, and keeping students on task....&quot;<BR>
								<BR>
								&quot;Friedman is critical of current thinking on student discipline, ability grouping,
								and whole language instruction and supports his arguments with extensive bibliographic
								references. Some points are belabored, but overall effort is provocative and worth
								consideration by educators, parents, school boards, and citizens in general. Recommended
								despite the high price.&quot;</i> - <B>Will Hepfer, SUNY at Buffalo, Library Journal,
								January 2001.</B>
				</div>
				<div id="auth">
					<p><B>About The Author </B><BR>
					<BR>
					<B>Myles I. Friedman,</B> Ph.D., is the Chief Executive Officer of The Institute
					for Evidence-Based Decision-Making in Education (EDIE) and is Distinguished Professor
					Emeritus of Educational Research, Department of Educational Psychology, University
					of South Carolina, Columbia, SC 29208. He has spent more than 20 years conducting
					and applying research to improve education. He is the author of a number of books
					on education, including:<i> Rational Behavior, Teaching Reading and Thinking Skills,
					Improving Teacher Education: Resources and Recommendations, Teaching Higher Order
					Thinking Skills to Gifted Students, Taking Control: Vitalizing Education, </i>and,<i>
					</i>with Steven P. Fisher<i>, Handbook on Effective Instructional Strategies: Evidence
					for Decision-Making.</i>
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