overview_ess.html 15 KB

  1. <!doctype html>
  2. <!--[if lt IE 7 ]><html class="no-js ie6" lang="en"> <![endif]--><!--[if IE 7 ]><html class="no-js ie7" lang="en"><![endif]--><!--[if IE 8 ]><html class="no-js ie8" lang="en"><![endif]--><!--[if (gte IE 9)|!(IE)]><!--><html class="no-js" lang="en"><!--<![endif]-->
  3. <head>
  4. <meta charset="utf-8">
  5. <meta http-equiv="X-UA-Compatible" content="IE=edge,chrome=1">
  6. <meta name="viewport" content="width=device-width, initial-scale=1.0">
  7. <title>Ensuring Student Success | EDIE</title>
  8. <link rel="shortcut icon" href="/favicon.ico">
  9. <link rel="stylesheet" href="css/style.css">
  10. <script type="javascript" src="js/modernizr-1.7.min.js"></script>
  11. <!--[if IE]>
  12. <script src="http://html5shiv.googlecode.com/svn/trunk/html5.js"></script>
  13. <![endif]-->
  14. </head>
  15. <body>
  16. <div id="header-wrap">
  17. <header>
  18. <div class="container">
  19. <div class="row">
  20. <div class="twelvecol">
  21. <div class="logo">
  22. <a href="index.html"><img src="img/edie_columns.jpg"/></a>
  23. </div>
  24. <img src="img/edie_check.jpg" class="check"/>
  25. <h1 class="lato">EDIE <span class="blue">INSTITUTE</span></h1>
  26. <h2>The Institute for Evidence-Based Decision-Making in Education</h2>
  27. <h3>A nonprofit corporation providing the evidence educators need to make informed decisions.</h3>
  28. <nav>
  29. <ul>
  30. <li><a href="index.html">HOME</a></li>
  31. <li><a href="aboutedie.html">ABOUT</a></li>
  32. <li><a href="contact.html">CONTACT</a></li>
  33. <li><a href="order.html">ORDER</a></li>
  34. <ul>
  35. </nav>
  36. </div>
  37. </div>
  38. </div>
  39. </header>
  40. </div>
  41. <div class="container">
  42. <div class="row">
  43. <div class="threecol">
  44. <img src="img/ess_zoom.jpg" class="book_main"/>
  45. </div>
  46. <div class="ninecol last">
  47. <h1>Ensuring Student Success: A Handbook of Evidence-Based Strategies</h1>
  48. A 259-page 7&quot; X 10&quot; hardcover. ISBN 0-9666588-1-7</TD>
  49. Ensuring Student Success helps you employ tested strategies to deliver the education that makes <i>all students achievers.</i></p>
  50. <h4>$89.95 (includes sh/h)</h4>
  51. <form target="paypal" action="https://www.paypal.com/cgi-bin/webscr" method="post">
  52. <input type="hidden" name="cmd" value="_cart">
  53. <input type="hidden" name="business" value="edieinstitute@sc.rr.com">
  54. <input type="hidden" name="lc" value="US">
  55. <input type="hidden" name="item_name" value="Ensuring Student Success: A Handbook of Evidence-Based Strategies">
  56. <input type="hidden" name="amount" value="89.95">
  57. <input type="hidden" name="shipping" value="0.00">
  58. <input type="hidden" name="currency_code" value="USD">
  59. <input type="hidden" name="button_subtype" value="products">
  60. <input type="hidden" name="no_note" value="0">
  61. <input type="hidden" name="add" value="1">
  62. <input type="submit" value="PURCHASE" border="0" name="submit">
  63. <img alt="" border="0" src="https://www.paypalobjects.com/en_US/i/scr/pixel.gif" width="1" height="1">
  64. </form>
  65. <br />
  66. <p style="font-size:12px;">( <a href="contact.html">by Mail or Phone</a> )</a></p>
  67. <br />
  68. <div id="tabs">
  69. <ul>
  70. <li><a href="#ov">Overview</a></li>
  71. <li><a href="#toc">Table of Contents</a></li>
  72. <li><a href="#rev">Book Reviews</a></li>
  73. <li><a href="#auth">About The Author</a></li>
  74. </ul>
  75. <div id="ov">
  76. <p><i>Key finding: All but the most psychologically handicapped
  77. students are able to achieve all of the learning objectives pursued through high
  78. school. The difference among students is the amount of instruction they may require
  79. to achieve the objectives. <BR>
  80. </i>(Block and Anderson, 1975 ; Bloom, 1968) <BR>
  81. <BR>
  82. <B>How <i>Ensuring Student Success </i>is organized </B><BR>
  83. <BR>
  84. The book is divided into two parts: <BR>
  85. <BR>
  86. <B>Part 1, Key Issues,</B> defines and clarifies critical issues and problems that
  87. need immediate attention. It then presents a fresh approach to a solution that can
  88. be applied within existing educational practices. <BR>
  89. <BR>
  90. <B>Part 2, Prescriptions,</B> sets forth specific effective strategies to improve
  91. the effectiveness of your school.</p>
  92. <ul>
  93. <li>Instructional strategies that research shows to be effective
  94. in increasing academic achievement - and that can be incorporated easily into ongoing
  95. instructional programs
  96. <li>How to implement corrective tutoring
  97. <li>Strategies students can be taught to enable them to learn
  98. without instruction
  99. <li>Identification of school factors that research shows impede
  100. instruction and learning
  101. <li>Methods that have been proven effective in improving academic
  102. achievement in preschoolers
  103. <li>Teaching students to innovate to advance knowledge, consumer
  104. products, the standard of living , and the quality of life
  105. </ul>
  106. <p>The variety of prescriptions enables educational institutions
  107. to plan their own programs, incorporating and combining the strategies that serve
  108. their purpose and accommodate local constraints.</p>
  109. <p>
  110. <HR>
  111. <BR>
  112. <BR>
  113. <B>Instructional Strategies presented in an easy-to-use format</B>
  114. <ul>
  115. <li>Title of Strategy
  116. <li>Brief Orientation (With number of studies supporting the
  117. effectiveness of the strategy)
  118. <li>Instructional Tactics for administering the strategy
  119. <li>Illustrations of Applications (These are provided to elaborate
  120. the use of the strategy and include everyday applications, instructional applications,
  121. and subject area applications)
  122. <li>References (To obtain additional detail)
  123. </ul>
  124. </div>
  125. <div id="toc">
  126. <B>I. Key Issues</B><BR>
  127. <BR>
  128. 1. Education' s Crucial Challenge<BR>
  129. <BR>
  130. &middot; Student Deficiency <BR>
  131. &middot; Education and the American Way<BR>
  132. <BR>
  133. 2. Meeting The Challenge<BR>
  134. <BR>
  135. &middot; What Can Be Done? <BR>
  136. &middot; What Kind of Instruction is Needed Most?<BR>
  137. &middot; Basing Education Decisions on Evidence<BR>
  138. <BR>
  139. <B>II. Prescriptions</B><BR>
  140. <BR>
  141. 3. Implementing Corrective Tutoring<BR>
  142. 4. Making instruction Effective<BR>
  143. <BR>
  144. &middot; Defining Instructional Expectations<BR>
  145. &middot; Taking Student Readiness into Account<BR>
  146. &middot; Preparing Effective Instruction Evaluation<BR>
  147. &middot; Providing Corrective Instruction<BR>
  148. &middot; Providing Contiguity<BR>
  149. &middot; Utilizing Repetition Effectively<BR>
  150. &middot; Clarifying Communication<BR>
  151. &middot; Providing Subject Matter Unifiers<BR>
  152. &middot; Keeping Students on Task<BR>
  153. &middot; Providing Ample Teaching Time<BR>
  154. &middot; Providing Ample Learning Time<BR>
  155. &middot; Utilizing Reminders<BR>
  156. &middot; Providing Transfer of Learning Instruction<BR>
  157. &middot; Providing Decision-Making Instruction<BR>
  158. &middot; Facilitating Teamwork<BR>
  159. <BR>
  160. 5. Promising and Generic Instruction Strategies<BR>
  161. <BR>
  162. &middot; Enlisting the Control Motive<BR>
  163. &middot; Providing Prediction and Problem Solving Instruction<BR>
  164. &middot; Learning for Mastery<BR>
  165. &middot; Direct Instruction<BR>
  166. &middot; Success for All<BR>
  167. &middot; Accelerated School Programs<BR>
  168. &middot; The CABAS Program<BR>
  169. &middot; New Mexico Collaborative for Excellence in Teacher Preparation (CETP)<BR>
  170. &middot; Discovery<BR>
  171. &middot; Mathematics and Science Teacher Education Program (MASTEP)<BR>
  172. <BR>
  173. 6. Empowering Students to Learn on Their Own<BR>
  174. 7. Preventing Impediments to Learning<BR>
  175. <BR>
  176. &middot; Student/Teacher Ratio<BR>
  177. &middot; Controlling Classroom Disruption<BR>
  178. &middot; Reducing School Violence and Crime<BR>
  179. &middot; Reinforcement<BR>
  180. &middot; Ability Grouping Students<BR>
  181. &middot; Whole Language Instruction<BR>
  182. &middot; Teacher Characteristics<BR>
  183. <BR>
  184. 8. Effective Preschool Instruction<BR>
  185. <BR>
  186. &middot; Effective Preschool Instructional Strategies<BR>
  187. &middot; Summaries of Exemplary Preschool Research on Instructional Strategies<BR>
  188. <BR>
  189. 9. Teaching Students to Innovate<BR>
  190. <BR>
  191. <B>Appendix:</B> Statistical Data Supporting Conclusions of Preschool Research<BR>
  192. <BR>
  193. Index of Researchers<BR>
  194. <BR>
  195. Subject Index
  196. </div>
  197. <div id="rev">
  198. &quot;Ensuring Student Success</B> provides an excellent resource to educators serving
  199. in every role. Even non-educators who want to devote energy to improving student
  200. achievement will find this book to be a thoughtful read. Myles I. Friedman's approach
  201. satisfies the logical, rational and sequential thinker. His work is founded on solid
  202. scientific reasoning for decision making in education. The logical writing sequence
  203. serves to define issues and problems followed by an analysis of them. Friedman, a
  204. retired education professor in South Carolina, describes necessary interventions,
  205. which include corrective tutoring, effective instructional strategies and empowering
  206. students with strategies for self-teaching.&quot;</i><BR>
  207. <BR>
  208. <i>&quot;The work concludes with information on preventing impediments to learning,
  209. the benefit of effective preschool instruction and the benefit of teaching students
  210. to innovate. Friedman offers a comprehensive approach to improved learning. The book
  211. delves into key issues facing all citizens and professionals. School violence, teaching
  212. techniques, class size, disruptions and ability grouping are included among the factors
  213. affecting student learning and school culture. The book belongs on the reading list
  214. of conscientious citizens and educators interested in research and data - driven
  215. reform. My copy has become a regular reference source.&quot; - </i><B>Joseph W. Rudnicki,
  216. Superintendent, Sunnyvale School District, Sunnyvale, California</B> <BR>
  217. <BR>
  218. <i>&quot;The chapters describing how to change practice in accordance with evidence
  219. are great. I like the book because it puts a fresh and refreshing spin on the goal
  220. of student improvement: increasing student success, especially defined as increasing
  221. the number of students who master high school objectives.&quot; </i>- <B>Dr. Lawrence
  222. Lezotte, school improvement leader. Head of Effective Schools Ltd.</B> <B>Former
  223. Chair, Department of Educational Administration, Michigan State University</B><BR>
  224. <BR>
  225. <i>&quot;The book seems relevant and a useful guide for decision-making. I think
  226. you have attempted a bold and complex task in drawing together large bodies of work
  227. to address the problem of enhancing student success in school.&quot;</i> -<B> Dr.
  228. Carolyn Evertson, Peabody College, Vanderbilt University <BR>
  229. <BR>
  230. </B><i>&quot;Discussing how American values can stand in the way of successful schools
  231. is a novel and effective approach... I concur completely with your premise that the
  232. only way to ensure student success is to implement educational practice that research
  233. shows to be effective.&quot;</i> - <B>John Anderson, Vice Chairman of New American
  234. Schools </B><BR>
  235. <BR>
  236. <i>&quot;Friedman has done us a service.&quot;</i>- <B>Arnold F. Fege, President/
  237. Public Advocacy for Kids </B><BR>
  238. <BR>
  239. <i>&quot;...Friedman has a plan to fix American education. Our present system allows
  240. far too many student deficiencies, he contends, which contribute to a multitude of
  241. social ills. His solution is to improve teaching effectiveness. He thus advocates
  242. corrective instruction by individualized attention, with teachers evaluating students
  243. according to whether they have achieved &quot;mastery&quot; or &quot;not yet&quot;...&quot;
  244. <BR>
  245. <BR>
  246. &quot;According to this method, advancement would only follow mastery, and teachers
  247. would have the authority to make educational decisions based on research evidence.
  248. Prescriptive teaching strategies and tactics cover a wide range of recommendations,
  249. including instructional expectations, evaluations, and keeping students on task....&quot;<BR>
  250. <BR>
  251. &quot;Friedman is critical of current thinking on student discipline, ability grouping,
  252. and whole language instruction and supports his arguments with extensive bibliographic
  253. references. Some points are belabored, but overall effort is provocative and worth
  254. consideration by educators, parents, school boards, and citizens in general. Recommended
  255. despite the high price.&quot;</i> - <B>Will Hepfer, SUNY at Buffalo, Library Journal,
  256. January 2001.</B>
  257. </div>
  258. <div id="auth">
  259. <p><B>About The Author </B><BR>
  260. <BR>
  261. <B>Myles I. Friedman,</B> Ph.D., is the Chief Executive Officer of The Institute
  262. for Evidence-Based Decision-Making in Education (EDIE) and is Distinguished Professor
  263. Emeritus of Educational Research, Department of Educational Psychology, University
  264. of South Carolina, Columbia, SC 29208. He has spent more than 20 years conducting
  265. and applying research to improve education. He is the author of a number of books
  266. on education, including:<i> Rational Behavior, Teaching Reading and Thinking Skills,
  267. Improving Teacher Education: Resources and Recommendations, Teaching Higher Order
  268. Thinking Skills to Gifted Students, Taking Control: Vitalizing Education, </i>and,<i>
  269. </i>with Steven P. Fisher<i>, Handbook on Effective Instructional Strategies: Evidence
  270. for Decision-Making.</i>
  271. </div>
  272. </div>
  273. </div>
  274. </div>
  275. </div>
  276. </div>
  277. <div id="footer-wrap">
  278. <footer>
  279. <div class="container">
  280. <div class="row">
  281. <div class="sixcol">
  282. <p>&copy;2012 The Institute for Evidence-Based Decision-Making in Education (EDIE)</p>
  283. <p>P.O. Box 122 Columbia, SC 29202</p>
  284. <p>edieinstitute@sc.rr.com | 1-800-645-5001</p>
  285. </div>
  286. <div class="sixcol last">
  287. <div class="twelvecol">
  288. <p>Resource books published by EDIE contain scientific evidence of what works in education, distilled from a massive amount of research and presented in plain English. Now educators can base their decisions on facts without bias.</p>
  289. </div>
  290. </div>
  291. </div>
  292. </div>
  293. </footer>
  294. </div>
  295. <script src="//ajax.googleapis.com/ajax/libs/jquery/1.7/jquery.js"></script>
  296. <script>window.jQuery || document.write("<script src='js/jquery-1.7.min.js'>\x3C/script>")</script>
  297. <script src="js/plugins.js"></script>
  298. <script src="js/script.js"></script>
  299. <!--[if lt IE 7 ]>
  300. <script src="js/dd_belatedpng.js"></script>
  301. <script>DD_belatedPNG.fix("img, .png_bg");</script>
  302. <![endif]-->
  303. <script src="js/minicart.js" type="text/javascript"></script>
  304. <script type="text/javascript">
  305. PAYPAL.apps.MiniCart.render();
  306. </script>
  307. </body>
  308. </html>